eee meee 


HAND-BOOK 


ROR” THES OSE OF 


OPFICERS AND. TEACHERS. 


& 


[IRONWOOD PUBLIC SCHOOLS, 


1900. 


1900. 


aS WAM A: iil hehe oe 


¥ 


Lai 


A pit (More Sunshine. 


In the grand economy of Nature, there is always ; 
more of the beautiful than of the disagreeable; more 
of pleasure than of pain; more of the warblings of 
birds than the bellowing of thunders; more of fruit- 
ful, flowery hills and fields than of arid wastes or 
rocky desolation; more of things useful than of things 
baneful: more of light than of darkness; more of life 
than of death. 

In all our intercourses with our fellowmen, kind- 
ness and patience are far more effectual in producing 
desired results than are rudeness and surliness. The 
sunshine is far more potent than the storm. 

In the school-room, that discipline which is born 
of sunbeams is better, is more effectual, is more com- 
mendable than that which is the result of brute force, 
either of will or muscle. 

A little more sunshine—few rules, much heart, few 
clouds, much of the suaviter in modo in front with the 
fortiter in re in reserve—is what we want in our school- 


rooms . 
There are teachers who can govern with the full 
blaze of the noon sunshine. TIvy surrounds them; 


86675] 


blessings attend their footsteps. They are welcomed 
when they come, admired and respected when they stay, 
remembered when they go. With them and by them is 
continual sunshine, and teaching and studying alike 
becomes pleasures that are long remembered .—Indiana 
Course of Study. 


AN OUTLINE 


OF THE 


Course of Study, Suggestions, Programs, Kte, 


BOR RAE “GRADES; 


RECITATION AND STUDY PROGRAMS. 


The following suggestive class programs are presented: 


Those offered for the first, second and third grades espec- 
ially, will need to be modified in particular cases. Those for 
higher grades also, will require changes when any other than 
the normal arrangement of classes is necessitated. But in any 
case the general arrangement proposed here is recommended. 
Italicised words represent class exercises; plainly printed 
words, study. : 


CauTIonN—“During recitations the best scholars should not 
be called upon to the exclusion of the less fortunate; the timid 
ought to be encouraged, the impetuous put under proper re- 
straint, and each one taught hoz to think, what to say, how to 
suy, and when to quit.” 


First GRADE. 


CLASS A. CLASS B. 
9:00 to 9:15 Opening. 
Oo: lige = 9:30 Writing. 
9:30 “ 9:40 Music or Drawing. 
9:40 * 9:55 Sight Reading. Sentence Builders. 


9-55, © 10:00 Recess. 
s 


* 


g . 


(RECITATION AND STUDY PROGRAMS.) 


Sentence Builders. 
Word Development. 
Sentence Builders. 
Spelling. 
Dismissal. 


Opening. 


Sight Reading. - 
Word Builders. 
Word Development. 
Spelling. 

Recess. 
Spelling 
N numbers. 


Music or Drawing. 


Reading 
Sentence Builders. 
Word Development. 


Recess. 
Sentence Builders. 
Spelling 
Dismissal. - 


SECOND GRADE. 
A OLASS. 


Opening. 
Reading. 
- Word Builders. 


Sentence Builders. | 
Reading. 
Word Builders. 


Word Development. 


Spelling. 
Spelling. 


B CLASS. 


Reading. n 
Reading. 


Music cr Drawing 


Recess. 
Word Development. 
Writing 
Reading. 
Recess. 
Numbers 
Spelling. 
Opening 
Reading. 
Word Builders. 
Recess. 


Word Builders. 
Word Development. 


Spelling. 
Numbers. 


Spelling. 
Reading. 
Reading. 


Music or Drawing. 


9 


— 


(RECITATION AND STUDY PROGRAMS.) 


2:35 “ 2:45 . Numbers. Word Builders. 
2:45 “ 3:00 Reading. Numbers. 


THIRD GRADE. 


“A CLASS, B CLASS. 
9:00 to 9:10 Opening. 
Ud alae 50 Reading. Numbers. 
9:30 “ 9:55 Numbers. ~ Numbers. 
9:55 “ 10:00 Recess. 
10:00 “ 10:20 Numbers. Reading. 
10:20 “ 10:40 Spelling. 
1045 10:55 Draroing cr Music. 
10:55 “ 11:00 Recess. 
1106 ye 11:20 Language. Reading. 
11:20 “ 11:40 Writing. 
11:40 “ 12:00 Language. Language. 
dpi es 25 x Opening. 
12257 F145 Reading. Language. 
ed ee ee) Reading. Numbers. 
PAan0o “** 2:15 Numbers. Numbers. 
ada oA) Recess. 
2 eS DA) Numobers Reading: 
2:40“ 3:00 Mastic or Drawing. 
ore pl WU Eas oes) Reading. reading. 
AEA Vs Res 910) Stories, etc. 


FourtH GRADE. 


A CLASS, B CLASS. 
9:00 to 9:10 Opening 
38 (8 Mie eS Bsa Reading. Arithmetic. 
9:35° “10:05 Arithmetic. Arithmetic. 
10:05 “ 10:30 Writing and Spelling. 
10:30 “ 10:40 Calisthenics, 
16:40 41215 Arithmetic Geography. 
11:15 “ 11:40 Geography. A Geography. (Hist. 1). 


Pisa 12-00 Drawing. 


PTS 
HEOD oe 
Oe 
J URLS 
2:40 * 
BOs 


1355 
2:00 
Pre he) 
2:40 
3:10 
3:30 


9:00 to 9:10 


9:10°™ 
9:35 “ 
10:05 “ 
10:30 ‘ 
10:40 “ 
Lisp 
41:40. * 


9:35 
10:05 
10:30 
10:40 
E15 
11:40 
12:00 


10 


(RECITATION AND STUDY PROGRAMS.) 


Geography (Hist.1). Language. 


Language. Language. (Nat. 2). 
Calisthenics. 
Language (Nat. 2). Arithmetic or Geog. 
Arithmetic or Geog. Reading. 
Music 


FirtH GRADE. 


A CLASS. B CLASS. 
Opening. 

Arthmetic, Arithmetic. 
Geography. Arithmetic. 
Drawing. 

Calisthenics. 

Geography Geography. 
Language. Geography. 

Writing and Spelling. 
Reading. Language. 
Arithmetic. Language. 
Calisthenics 
Language (Sci. 1). Arithmetic or Geog. 
Arithmetic or Geog. Reading. 
Music. 


SixTH GRADE. 


A CLASS. B CLASS. 


Opening. 

Arithmetic Arithmetic. 
Geography. Arithmetic. 
Drawing. 
Calisthenics. 

Geography Geography. 
Grammar. “@ eography. 
Writing and Spelling. 


11 


(RECITATION AND STUDY PROGRAMS.) 


Wei5» (1435 Readiny. Grammar. 

T5 e O0) Arithmetic, Grammar. 

200 42-10 Calisthenics. 

2210 “= 2:40 Grammar, Arithmetic or Geog. 
2:40 “ 3:10 Arithmetic or Geog. Reading. 

Sd CU et Aas 258 Music 


Reading, spelling, and geography should be prepared at 
home. 


SEVENTH GRADE. 


A OLASS. B CLASS. 
9:00 to 9:10 Opening. 
bc at? Fi 3% Arthmetic. Arithmetic. — 
9350: 10:05 Geography. Arithmetic, 
10:05 “ 10:30 Drawing. 
10:30 “ 10:40 Calisthenics. 
10:40 “ 11:15 Geography. Geography. 
LED $5-11:40 Grammar. Geography. 
11:40 “ 12:00 Writing and Spelling. 
Hebe 1555 Reading. Grammar, 
hoo 462: 2:00 Arithmetic. Grammar. 
2:00 “ ~2:10 Calisthenics. 
2:10 * 2:40 Grammar. Arithmetic or Hist. 
2:40 “ 3:10 Arithmetic or Geog. Reading. 
30 3:30 Music. 


Science recitations are given once a week instead of gram- 
mar in each class. In the seventh grade, reading, spelling, and 
geography or history should be prepared at home. 


EIGHTH GRADE, 


A CLASS. B CLASS. 
9:00 to 9:10 Opening. 
9:10 * 9:45 Arithmetic History. 
9:45. * 10:15 History. History. 


2015s 210245 Spelling. 


12 


(READING.) 
10:45 “ 10:55 Calisthenics. | 
10:55 “11:25 © History. Physiology. 
1125 “ 11:55 Reading. 
Th aie 872 5° Grammar. Physiology. 
1:45 “ 9:95 Music and Drawing. 
i200 a0 Calisthenics. 
2:30 “ 3:00 Grammar. Grammar. 
3200 23:30 Arithmetic. Grammar. 


In each class reading, spelling, and history should be the 
studies prepared at home. 


READING. 


Suacestions.—Reading is thinking. It is as much 4 mental 
action in the Primary as in the Grammar Grades. It should 
be a pleasure; hence all reading matter should be attractive in 
its form and wording, present intelligible ideas, and possess 
inherent interest. ( 

The success of the teaching will depend first and last p07 
the teacher. The degree of her zest and enthusiasm, her love 
of the work, and her interest in it, will be the measure of the 
progress attained by the class. In no subject will thorough 
preparation by the teacher yield a richer fruitage. There are 
reading lessons which are dreary, tiresome, lifeless rounds of 
duty—exercises which effectually destroy the child’s natural 
love of study and his ability to catch thought from words. 

There are other reading lessons which are full of life and 
interest, lessons which are looked forward to by the children 
with eager anticipation, because they never fail to produce one 
of the keenest of all enjoyments, real, mental activity. 

The teacher is urged to read carefully through every selec- 
tion which she is to present; not to master the words, to be 
sure, but to get herself into sympathy with the thought. It is 
only by this means that she is likely to make of the recitation 


13 
(READING.) 


an exercise in real thought getting. 

“Words are symbols of ideas. Mere words as such have no 
meaning or life. They are means to an end, a convenience, a 
mechanical device. They are altogether different from the 
thought which they stand for. The same thought, the same 
idea may be, and indeed is, expressed in different words in 
various languages—not forms but thoughts, not words but 
ideas, not pronouncing but comprehending, not mechanism 
but spirit, not passiveness but activity should be the teacher’s 
guiding words.” 

Some of the aims of the reading lesson are as follows: 


Ll. To help the pupil acquire the thought of the 
desson. ? 


This children are often unable to do without considerable 
assistance. It often is necessary merely to see that they have 
the meaning of two or three key words which when understocd 
seem to unlock the entire subject. At other times there is no 
other course than to “husk the thought” through a careful 
analysis of it in its setting. The teacher who has acquired the 
art of asking pivotal questions—questions whose answers re- 
veal the hidden meaning, is most fortunate. But all may 
- acquire it in good degree. Sometimes it is economy of time 
(because it will produce the desired result certainly though 
slowly) to elucidate many points indirectly connected with the 
lesson—facts in the life of the author, circumstances which led 
to the writing of the selection, the setting of the piece in time 
or place or circumstance, etc. 

The teacher should always endeavor to ascertain how 
much she can safely infer as to the pupil’s comprehension of 
the thought; she should never press the analysis to the point 
of weariness. 

In lower grades the teacher should make abundant use of 
action sentences without words. . 


2. To enable the pupil to recognize the printed 


14 


(READING.) 
words as symtols for the sounds which he already 
knows . 


This is not reading, but it is an essential condition of read- 
ing. There are many methods, but none of them will avail 
much without arousing such an interest in ideas that con- 
necting them with their written and spoken symbols becomes 
a natural and pleasant exercise. ; 

Give children much practice in making out new words, un- 
aided, by the use of phonics. 

It will not do to neglect drill, hard, patient, but intelligent, 
interesting drill in the recognition and meaning and utterance 
of unfamiliar and familiar words. 


3. Toenlarge the pupils vocabulary. 


All well selected reading material contains some unfamil- 
iar words. These should be explained and illustrated; pupils 
should be given sentences with blanks for the insertion of 
such words properly used; and the teacher should be at pains 
to employ these words in talks with the children as frequently 
as possible until their use becomes familiar. It is never enough - 
merely to require definitions of new words. A word is an in- 
strument whose use is facilitated only by practice. 


4. To quicken the pupil’s mental and moral 
powers. 


This should be considered the acme of the teacher’s work. 
It is nothing that a pupil recognizes words, that he catches 
the thought, that he reads with expression, if these attain- 
ments do not help him to a better realization and appreciation 
of the true, the beautiful, and the good. The true function of 
reading, and indeed of all study, is not the enlargement of 
knowledge for its own sake, but the enlargement of the char- 
acter, the soul, the man himself. What the best and wisest 
have said is recorded in books not to be re-uttered as vain and 
idle sounds, but to be re-thought, re-felt, re-lived, in order that 


15 


\ 
(READING.) 


thus the reader may be enlarged in intellect, in aspiration, in 
experience. At this point the highest excellence in teaching 
reading is realized. This requires not only experience in the 
teacher, but what is more spirit, life, and devotion to high 
ideals. 

The teacher who is not a lover of poetry, who lacks in ap- 
preciation of Wordsworth, Tennyson, Bryant, and Lowell, who 
is not on familiar terms with many English authors will not 
be a very inspiring teacher of reading. Says Supt. Kendall: 
“Taste for good poetry is like a taste for good music; it must 
sometimes be cultivated, but, when once possessed, it stays by 
one as all things stay which are really good.” 

“Tf a teacher does not happento have available the best 
literature, she always can render available, by means of crayon 
and blackboard, such selections as Shelley’s Cloud, Words- 
fowl, Skylark, Lincoln’s Gettysburg Speech, Bryant’s Water- 
_fowell, Longfellow’s Arrow and Song, Mrs. Alexander’s All 
Things Beautiful, the last part of Lowell’s Commemoration 
Ode, Tennyson’s Ring Out Wild Bells (in Memoriam) and many 
others.” 

Pupils should read ey selections over and over, dwell 
upon their beauties, and gr ow into love and sympathy with 
them. 


3d. To cultivate a taste for good literature. 


This is closely allied to the last. But the teacher’s duty is 
to have care for her pupils reading apart from the school; for 
often in this way she can help them most. 

The children wi// read something; by means of advice, 
suggestion, and spirited illustration, they may be given a taste 
for what is good arid wholesome. 


6. To secure good expression. 


This is best accomplished by making the thought vivid in 
the minds of the children. If the child really catches the 
thought and feels it, there is a little danger that he will fail to 
give it proper expression. If therefore the expression is poor, 


16 


(READING.) 


as arule it may be inferred that the thought has not taken 
hold. Judicious questioning will help to bring out the mean- 
ing and enforce it so that expressive rendition naturally fol- 
lows. | 

* “To question aright is difficult; it is one of the nice points. 
Teachers too often begin to question without seeing the point.” 

Joseph Payne said to his class in London, “Write out the 
question you would ask your pupils: This is the true pre- 
scription.” 

The following should be noted: 

1. Question for thought, or expression, before the sent- 
ence is read. : 

2. Question for the thought of only one sentence at a 
time. 

3. Questions should be such that answers can be given 
in the exact language of the author. Full statements are not 
necessary in this work. 

4. Whenthe thought is clear several children in succes- 
sion should read the same sentence. 

5: Questions should be logical, that is, each should natur- 
ally follow from the answer that precedes it. 

6. Forego all questioning unless there is evident need of 
it. 

- Tt need hardly be said that spirited, entertaining, express- 
ive reading can not be expected from a class whose teacher is 
unable to furnish an inspiring model in her own reading. 


(. To train the voice. 


Children from the very beginning should be taught to read 
in easy, natural, quiet; but distinct, fluent, and forceful tones: 
Unless checked, there is a strong tendency to monotonous, ex- 
pressionless, incoherent, indistinct utterance; and this tend- 
ency it is thé teacher’s duty to overcome. 

Admonition is not sufficient to produce the desired result 
or to remedy the evil. If necessary, ptipils should be reminded 
frequently of this fault; but a much better course is to give 
frequent, spirited exercises designed to promote clear enunci- 


iz 


(SUGGESTIONS FOR PHONIC WORK IN PRIMARY GRADES.) 


ation. Such exercises will include phonic analysis of words 
and drill on the elementary sounds; spirited pronunciation of 
difficult words, singly and in concert; special drills whose func- 
tion is to give command of the vocal organs. Sometimes the 
teacher must show by her own reading how the selection ought 
to be read: 


SUGGESTIONS FOR PHONIC WORK IN 
PRIMARY GRADES. 


The object and value of this work is no longei questioned: 
It is important because it makes independent readers, it gives 
interest, it aids distinct articulation and accurate pronuncia- 
tion, and it helps secure good expression by removing all fear 
of meeting new words: 

The success of the work and kind of results depend upon 
the following: 

vi, Teacher’s knowledge of the subject: 

2. Avoidanée of haste for results: 

3> Abundant pfactice: 

4; Logical and connected plan of work. 

5: Constant application to all subjects. 

It is believed that better results aie gained by giving 
phonics a separate class period, and not teaching it as a part 
of any other subject during the first and second years: 

Phonies should be applied to all work whenevei new words 
occur: New words should be divided into syllables and 
marked, but the mark should be omitted as soon as the word 
is learned: Marks should never be used when the pupil can 
make out the word without them: This power is early gained 
by a thorough and broad application of each point as it is 
taught. 

Breathing; vocal and physical exercises should accompany 
phonic work in all grades. 

Use devices in all grades to keep up the interest. “There 


18 


(SUGGESTIONS FOR PHONIC WORK IN PRIMARY GRADES.) 


is virtue ina method but a hundred fold more in a lively in- 


terest.” 
BEGINNERS’ CLASS. 


Teach the long and short sounds of the vowels and all 
consonant sounds. (Use Pollard.) 


I. Imitation work. 

1. Train the ear to recognize different sounds. 

2. Train the vocal organs to reproduce those sounds, 
(Characters not given.) 


Il. Teach thoroughly a few seconds, as a, e, # ec (hard), m 

n, t, and give the characters which represent them. 

(Names of letters not given.) 

1. Make familiar words from these sounds, 

2. Make new words from these sounds. 

3. Add new sounds to those learned. 

4. Apply to reading work. 

5. Apply to all work. 


III. Seat work based upon the phonic work. 

1. Select characters from the word builders. 

2. Select words made from these characters. 

3. Pupils select and identify as many letters and maria 
as they can remember. : 
Fill in the missing letter, as m—t. 
5. Make and build old words from the sounds given. 
6. Make new words from the sounds given. 
ot 
8 


Mark old words. 
Mark new words. 


IV. Make out new words similar to old ones without marks 
being given. 
In this grade new sounds may be developed by the use of 
stories. 


FIRST GRADE—B CLASS. 


Review thoroughly and apply the work of the previous 
half year. 


(SUGGESTIONS FOR PHONIC WORK IN PRIMARY GRADES.) 


Teach a, a, a, th, sh, ch, wh, ng, oi, ou, ow. 
Much drill upon making out and marking words. 
Plan for a Phonic Lesson—Object to teach a. 

I. Simple breathing exercises. 


IL. Rapid review of familiar sounds. Teacher makes the 
character on board and children give the sounds. Make 
words from these sounds. 


III. Teacher gives sounds of words and short sentences and 
pupils tell what she has given. 


1V. Present the new sound, a. 
V. Write upon board the word all. Children sound it. 


Write more words as fall, call, ball, tall. Children sound and 
pronounce. 


VI. Give lists with other endings. 
VII. Children give words containing this sound. 


VIII. Write unfamiliar words containing this sound. Child- 
ren sound and make them out. 


IX. Application to seat work. 


FIRST GRADE—A CLASS. 


Thorough review and application _ of all work previously 
given. 


Teach hard and soft sounds of s, g, ¢, ch, nd, th. 


A as in Case, a aS in ash, a as in what, e as in her,ias in 
bird, o as in son, etc. Keep the essential of thoroughness 
clearly in mind, and let the ability of your class decide when a 
new sound shall be given. 


See plan of lesson given in First A. 


A few kinds of seat work that may be profitably used. 


20 


(SUGGESTIONS FOR PHONIC WORK IN PRIMARY GRADES.) 
I. Copy letters and marks. 
II. Copy marked words given in board lessons. 


Ill. Make all words possible from sounds given. 


TV. Write one word containing each sound. 
V. Make a short list of familiar words. 
VI. Make out a list of new words, with marks. 
VIL. Make out a list of new words, without marks. 


VIII. Write all the sounds you can remember. Give an ex- 
ample of each. 


IX. Select all words in a paragraph containing a certain 
sound. ‘ 


X. Teacher gives sounds and has pupils make the charac- 
ters which represent them. 


XI. Teacher sounds words and short sentences and pupils 
write what they think is said. 


XII. Pass slips with afew old and one or two new words 
upon them. Children to be ready to sound, pronounce, and 
use in an oral sentence. 


SECOND GRADE—A CLASS. 


Review all previous work, and follow suggestions given for 
first grades. . 

Teach the sound of y at the beginning and end of a word, 
and all sounds of consonants not previously given. 

Teach the following rules: Generally when there is only 
one vowel it ts short, wriless it stands at the end, or has w before 
tL or 7 after tt. 

Generally when e stands at the end of a word that has one 
other vowel, the e is silent and the other vowel ts long 

Too much applicatien and right kind of drill cannot be 
given, because, the success of the work depends upon. it. 


21 


(SUGGESTIONS FOR PHONIC WORK IN PRIMARY GRADES.) 
SECOND GRADE—B CLASS. 


Much of this term should be spent upon enlarging the ap- 
plication of all previous work. Begin with the sound of a and 
give large numbers of words to make out and mark. 

_ Make hart from the reading, language, etc. 

Toward the latter part of the term a little work with equiv- 

alent sound of vowels should be done. 


a as in age e as in they 


a as in air — e as in there 
aas in all = o as in for 

a as in what <= o as in not 

e as in me — i as in police 
o as in move ae oo as in moon 


Make the work logical, clear, and thorough. 


THIRD GRADE—A CLASS. 


Continue work begun in Second Grade—B Class. 
Work with equivalent sounds of consonants as 

c as in ice a= s as in hast 

f as in of a v as in love. 


Distinguish between a diphthong like o7 in noise and a 
digraph liko oa in boat. 

Division of words into syllables. Every word has as many 
syllables as there are distinct vowel sounds in pronouncing it. 

The letters in a word should be divided into syllables ex- 
actly as they are heard in correct pronunciation. 

If any part of the work has been neglected, review and 
make it thorough at this point. 


THIRD GRADE—B CLASS. 


Thorough review. 

Teach proper names of diacritical marks. | 

Teach use of the dictionary. Pupils should be taught to 
find words readily and to ascertain pronunciation by diacritical 
marks. 


at 
cat 
mat 
rat 
fat 
pat 
sat 
bat 
vat 
hat 
that 


and 
hand 
band 
land 
sand 


ang 
bang 
rang 
sang 
fang 


cup 
cap 
lap 
tap 
sap 
map 
trap 
clap 
flap 


ank 
bank 
thank 
rank 
crank 
drank 
plank 
spank 
thank 
Frank 


actme tome Fee x 


PHONIC WORK. 


a, an 
man 
pan 
can 
ran 
fan 
tan 
van 
span 
clan 
Dan 


AasS 
pass 
lass 
mass 
class 
grass 
brass 
glass 


ad 
bad 
mad 
sad 
fad 
had 
pad 
glad 
brad 
lad 


atch 
catch 
patch 
match - 
latch 
hatch 
scratch 


am 
ham 
jam 
ram 
slam 
sham 
clam 
cram 


ay ack 
bag pack 
wag lack 
tag back 
nag tack 
rag sack 
sag black 
dyag crack 
crag slack 
brag stack 
smack 
ab ad 
tab pad 
seab bad 
slab fad 
drab lad 
stab mad 
grab sad 
crab brad 
clad 
ash shad 
dash had 
sash 
rash 
rash 
cash 
hash 
clash 
splash 


nN 


set 
net 
wet 
fret 


6nd 
spend 
bend 
lend 
mend 
tend 
blend 


em 
steam 
them 
hem 
gem 


23 


(PHONIC WORK.) 


6d 
red 
bred 
wed 
led 
bled 
fled 
sled 
fed 
Fred 


eat 
bent 
went 
vent 
dent 
sent 
rent 
spent 


én: 


pen 
men 
den 
then 
wren 
glen 
hen 
when 


élt 
pelt 
belt 
melt 
felt 


ck 
peck 
speck 
deck 
neck 
wreck 
check 


6€8 
less 
press 
tress 
dress 
cress 


eg 
peg 
beg 
leg 
keg 

épt 
wept 
crept 
slept 
kept 


ead 
read 
head 
lead 
bread 
tread 
dread. 
thread 


edge 
edge 
wedge 
fledge 
dredge 
pledge 
ledge 
hedge 


id 
bid 
did 
kid 
lid 
rid 
hid 


ift 
sift 
lift 
gift 
shift 


itch 
pitch 
hitch 
witch 
ditch 

ig 
pig 
wig 
big 
fig 
dig 
rig 
gig 
jig 
prig 


at 


(PHONIC WORE.) 


in 
pin 
bin 
win 
fin 
tin 
din 
sin 
gin 
shin 
chin 
thin 


ick 
pick 
wick 
tick 
lick 
kick 
chick 
trick 
quick 
prick 
brick 


ip 
tip 
dip 
sip 
rip 
trip 
drip 
lip 
flip 
slip 
clip 
ship 
nip 
lip 
Jip 
chip 
grip 
whip 
tip 


ib 
bid 
fib 
rib 
crib 
glib 


ill 
ill 
fill 
bill 
mill 
will 
till 
still 
rill 
gill 
hill 
spill 
still 
drill 
frill 
shrill 


ot 
pot 
P not, 
rot 
lot 
cot 
got 
hot 
spot 
knot 
plot 
blot 
shot 


ond 
pond 
bond 
fond 


ost 
lost 
cost 
frost 


od 
pod 
nod 
cod 
rod 
sod 
hod 
God 
prod © 
trod 
plod 
shod 


OSS 
moss 
loss 
dross 
CLOSS * 
floss 
gloss 


LS 


(PHONIC WORK.) 


oll 
doll 
Poll 


ock 
dock 
rock 
lock 
flock 
clock 
shock 
frock 
stock 
mock 


Ox 
Ox 
fox 
box 
cox 


oy 
dog 
log 
cog 
hog 
jog 
flog 
frog 
bog 
clog 


Op 
pop 
mop 
fop 
top 
stop 
prop 


Ong 

long 
song 
gong 
dong 
prong 
strong 
throng 
wrong 


ob 
mob 
sob 
rob 
cob 
job 
throb 
snob 
knob 
swob 


1g 
bug 
pug 
dug 
mug 
tug 
rug 
lng 
hug 
dru 


ung 
sung 
rung 
pung 
lung 


slung | 


clung 
flung 
hung 
swung 
stung 


ust 
dust 
must 
rust 
gust 
crust 
thrust 


mb 
tub 
cub 
rub 
club 
shrub 
serub 
grub 
hub 


mn 
mum 
bum 
sum 
rum 
drum 
slum 
scum 
gum 


ush 
rush 
mush 
brush 
plush 
blush 
slush 
crush 
hush 


26 


(PHONIC WORK.) 


aff 
puff 
muff 
cuff 
gruff 
scuff 
snuff 


it 
but 
nut 
rut 
cut 
hut 
smut 
shut 


ap 
sup 
cup 
pup 
wl 
lull 
cull 
gull 
hull 


an 
fun 
pun 
bun 
tun 
dun 
sun 
run 
shun 
gun 
spun 
unk 
bunk 
sunk 
trunk 
drunk 
shrunk 


udge 
judge 
erudge 
nudge 


uch 
much 
such 


“unch 
punch 
bunch 
munch 
lunch 


ZZ 


buzz 
fuzz 


ape 
ape 
tape 
nape 
drape 
crape 
scrape 
grape 
shape 
cape 
gape 


ame 
fame 
dame 
name 
same 
lame 
blame 
shame 
came 
game 


ay 
pay 
bay 
may 
nay 
way 
day 
say 
ray 
lay 
hay 
jay 
stay 
pray 
spray 
tray 
gray 
playe 
clay 


(PHONIC WORK.) 


ate 
ate 
bate 
mate 
fate 
late 
date 
Kate 
rate 
hate 
gate 
slate 
plate 
grate 
state 


ane 
pane 
bane 
mane 
sane 
lane 
cane 
crane 
ail 
pail 
fail 
nail 
wail 
tail 
sail 
trail 
frail 
quail 
mail 


24 


ave 
pave 
wave 
save 
rave 
cave 
gave 
stave 
brave 
crave 
grave 
shave 
slave 


ade 
made 
wade 
fade 
spade 
brade 
grade 
blade 
shade 
glade 


ace 
ace 
pace 
mace 
face 
race 
lace 
brace 
trace 
grace 
place 


ain 
pain 
vain 
rain 
main 
stain 
brain 
train 
grain 
plain 
chain 
gain 


dle 
pale 
bale 
male 
tale 
dale 
sale 
whale 
stale 
ake 
lake 
bake 
rake 
sake 
make 
take 
stake 
spake 
snake 
flake 
shake 


see | 
bee 
fee 
_ lee 
tree 
free 
knee 


flee 
glee 


éad 
bead 
read 
lead 
plead 
knead 


éed 
speed 
weed 
feed 
deed 
need 
seed 
reed 
breed 
ereed 
creed 


éap 
reap 
leap 
heap 
cheap 


eam 
beam 
team 
steam 
ream 
cream 
steam 


stream 
gleam 
scream 


éat 
eat 
neat 
beat 
meat 
seat 
wheat 
treat 
fleat 
cheat 


6eZE 
sneeze 
wheeze 
breeze 
freeze 
squeeze 


eer 
beer 
peer 
queer 
steer 
deer 
cheer 


28 


(PHONIC WORK.) 


ean 
bean 
mean 
wean 
dean 
lean 
clean 


ear 
ear 
fear 
tear 
dear 


hear 
year 
clear 
spear 


éal 
peal 
meal 


éek 
peek 
meek 
week 
seek 
creek 
Greek 
sleek - 
cheek 


éech 
speech 
beech 
screech 
leech 


éak éep 
peak peep 
beak weep 
weak deep 
leak keep 
speak sleep 
sneak cheep 
freak creep 
steak steep 
sweep 
éach 
peach éet 
beach beet 
reach meet 
preach feet 
‘bleach: fleet 
teach sheet 
greet 
street 
sweet 
* 

Gen éel EQ 
queen _ peel pea 
seen feel tea 
green keel sea 
sereen heel lea 
keen wheel plea 
spleen steel flea 
sheen kneel 


29 


(PHONIC WORK.) 


7€ upe ave ind ide tle 
pie pipe five bind tide pile 
fie wipe dive mind side bile 
die ripe hive kind ride mile 
tie stripe live find hide smile 
lie tripe strive rind wide while 
dive blind pride file 
ace ame thrive erind bride vile 
ice time wind stride tile 
nice dime ime ; slide stile 
mice rime pine tte glide 
lice — clime wine bite guide ke 
rice chime fine kite chide mild 
spice crime vine mite wild 
price grime tine site are child 
thrice prime dine rite wire 
splice nine spite fire tke 
ive line smite spire pike 
ase wife kine white mire like 
wise fife spine write quire . spike 
rise life whine sprite squire strike 
strife brine trite tire 
knife shine quite hire wht 
sight 
night 
bright 
light 
plight 
blight 
flight 
slight 
hight 
fright 


tight 


OW 
SOW 
row 
bow 
mow 
know 
snow 
crow 


grow 
low 
blow 
~ flow 
slow 
glow 
show 
throw 


Ove 


. WOVE 


. stove 
rove 

drove 
grove 
clove 
hove 

strove 


ote 
mote 
vote 
dote 
note 
rote 
wrote 
smote 


toe 
woe 
foe 
hoe 


Ost 
post 
most 
host 
ghost 


ole 
pole 
mole 
sole 
role 
hole 
stole 
dole 


ode 
ode 
bode 
mode 
node 
rode 
strode 


One 
bone 
tone 
lone 
stone 
zone 
drone 
throne 
cone 


30 


(PHONIC WORK .) 


oll 
poll 
toll 
roll 
knoll 
troll 
droll 
seroll 


olt 
bolt 
colt 
molt 
jolt 


old 
sold 
bold 
cold 
fold 
mold 
gold 
hold 
scold 
told 


Oke 
poke 
spoke 
woke 
broke 
stroke 
yoke 
coke 
joke 
choke 


0am 
foam 


roam 
loam 


Own 
known 
thrown 
blown 


oach 
poach 
roach 
coach 
broach 


bat 
oat 
boat 
goat 
coat 
bloat 
float 
throat 


oad 
toad 
load 

road 


oast 
boast 
coast 
roast 
toast 


6be 
lobe 
robe 
probe 
globe 


ar 
par 
mar 
bar 
car 
tar 
far 
star 
sear 
jar 


drsh 
marsh 
harsh 


arge 
large 
barge 
charge 


all 
all 
pall 
ball 
call 
wall 
fall 
tall 
hall 
stall 
small 


dlm 
palm 
calm 
balm 
psalm 


arm 
farm 
harm . 
charm 


ark 
park 
bark 
lark 
mark 
dark 
hark 
spark 
stark 
iW 
paw 
saw 
raw 
caw 
gnaw 
thaw 
straw 
draw 
law 
flaw . 
claw 
jaw . 
squaw 


ST 


( PHONIC WORK.) 


awn 


spawn . 


fawn 
dawn 
lawn 
yawn 
drawn 


alk 
walk 
balk 
talk 
stalk 
chalk 


art 
part 
tart 
dart 
cart 
smart 
start 


anne 
aunt 
vaunt 
taunt 
daunt 
haunt 
gaunt 


alt 
malt 
salt 
halt 


aught 
naught 
taught 
fraught 
caught 


dard 
lard 
yard 
card 
hard 


arn 
barn 
yarn 
darn 


arch 
parch 
march 
starch 
larch 


ciwl 
bawl 
brawl 
sprawl 
drawl 
crawl 
shawl 
yawl 


32 


BEGINNERS’ CLASS IN READING. 


I. READING ScriepT FROM BLACKBOARD.—The first reading 
matter to consist’ of -children’s own statements. 


II. INtTRopvucTION OF PRINT.—Script should be first used, 
but print should -be- introduced very early, and thenceforth 
written and printed - work should be recognized with equal 
readiness. Printed work only from the book. 


Ill. READ *PRIMERS OR BEGINNING READERS. 


METHODS oF WorkK.—There are three general methods of 
teaching beginners to read in use in this country—the word 
method, the sentence. method, and the sound or synthetic 
method. The difference is a question of the unit. The word 
method recognizes the word as the unit; the sentence method 
the sentence, and the synthetic method, the elementary sounds 
of which a spoken word is composed. Before a child can be- 
come a good reader it is necessary that the principles of all 
these methods be:recognized and mastered. He must analyze 
the word into its sounds, and construct words from sounds, 
before he can become an independent reader or be able to deal 
with new words;‘he must recognize the words at sight before 
he can become a rapid reader; and he must recognize the sen- 
tence as a whole and grasp its thought before he can be an in- 
telligent reader. Hence all three methods must be introduced 
before much progress is made, 

These methods, when used in such close connection that 
the benefits derived from the separate use of each are all gain- 
ed by the combination, give excellent results. From the first 
month children should learn words as wholes, should read sen- 
tences, and should be taught simple elementary sounds. 


* Lad 


33 


(READING.) 
FIRST GRADE—A CLASS. 


Original blackboard lessons. 

Many word drills. 

Poems read, learned, and recited, in this and all other 
grades. (See Manual.) 

New words taught by the use of phonics or by suggestion. 

Give little time to review work. 

Have pupils read new matter that will awaken interest and 
excite thought. 

The amount of matter possible to read depends in large 
part upon available knowledge of phonics. 


FIRST GRADE—B CLASS. 


First Readers. 

Continue board reading and reading from prepared slips. 

Drill much on the calling of words at sight, and train pu- 
pils to recognize a whole sentence at a glance. 

Have the story told by pupils after the lesson has been 
read. 

Standard poems, and other gems of thought read, learned 
and recited. 


SECOND GRADE—A CLASS. 


First and Second Readers. 

Sight reading, silent reading, oral reproduction. Much 
supplementary reading based upon lessons in language, history, 
geography, and science. 

Continue work with poems and memory gems. 


SECOND GRADE—B CLASS. 


Second Readers. 

Sight reading and silent reading, followed by oral reproduc- 
tion. 

Poems and memory gems. 


34 


(READING.) 


The science, literature, and geography work determine the 
supplementary reading. 

Do not dwell on a piece longer than is necessary fora 
ready recognition of the words and a fair comprehension of the 
thought. : 

Endeavor to make the reading as much like good conver- 
sation as possible. Let emphasis be exaggerated. 

Continue word drills; drill upon the quick recognition of 
phrases and full sentences, also upon thought analysis. 


THIRD GRADE—A CLASS. 


Third Readers. 

Sight reading and silent reading, followed by oral and 
written reproduction. 

Encourage home reading, guiding in the selection of books. 
Have pupils tell what they have read. 

- Try to create a desire to own good books. 

See suggestions for supplementary reading and drills of 

previous grades. . 


THIRD GRADE—B CLASS. 


Third Readers. 

Continue and enlarge upon all- work of the previous grade. 
The Reading books are to be studied from the standpoint of lit- 
erary instruction. 

Interest pupils in the biography of authors studied. 

Do much work with standard poems. 


FOURTH GRADE—A CLASS. 


Fourth Readers. 

One of the gravest defects in reading is poor expression; 
and poor expression, until it becomes habitual, is nearly always 
the result of imperfect comprehension of the thought. The 
teacher’s duty, then, plainly is to assist the pupil to a clear 


35 


(READING.) 


understanding, not merely of the individual ideas of the sen- 
tence, but of these ideas in their relations and groupings, 
Good reading implies the ability to grasp these relations, and 
through proper vocalization to convey them to the hearer. 

Children must be taught to look ahead and catch the 
thought of a whole combination of words. Until this is pos- 
sible, the exercise is only one in word-calling, not reading. 

Encourage intelligent criticism of expression. Discourage 
the calling attention by the class to trifling mistakes, such as 
miscalling words, hesitation, repeating, etc.; of the proper 
occasion for this kind of criticism, as well as of the method to 
employ in it, the teacher should be the judge. 

The teacher should give previous study to the reading 
lessons in order that she may have a clearly defined idea of 
what she is to accomplish and the methods which she is to 
employ. Without such preparation enthusiasm will be want- 
ing, and without enthusiasm the reading lesson will be shorn 
" of half its benefits. 

All reading lessons which are capable of fuller explanation 
by drawings or the introduction of illustrated specimens 
should be so treated. 

No opportunity must be lost to impress the lesson which 
the selection to be read is designed to convey. Here will be 
found many favorable occasions to teach geography, history, 
biography, science, patriotism, and morals. 

The reading lesson should inspire pupils with a love of 
knowledge and a purpose to gratify it through private reading. 

Reading, in so far as it is the getting of thought from the 
printed page, is best taught by inducing children to read much 
at home. Encourage them to purchase suitable books, to 
subscribe for and read at least one of the best juvenile maga- 
zines, and to visit the public library during leisure hours. 
Talk with them about their home reading and strive to implant 
a taste for the best literature. 

The memorizing of choice selections must be continued 


though the work may be done as a part of the prescribed work 
in language. 


36 


(READING.) 


Try to secure a small reference library for the use of the 
room. 


FOURTH GRADE—B CLASS. 


The Simpler Fourth Readers. 

Exercise pupils in articulation, pronunciation, accent, in- 
flection, emphasis, movement, and pitch. 

The pupil should know the meaning and use of every mark 
on the printed page. 


FIFTH GRADE—A CLASS. 


Selected Readers. 

Continue the drill suggested in preceding grades. Give 
daily practice in exercises to improve articulation, inflection, 
and emphasis, and their application in expressing the finer 
shades of meaning. : 

Pupils should feel that they are reading to get thought, © 
and opportunities to test their power should be given. 

Continue to have a few of the choicest selections learned 
and recited. Under an inspiring teacher this will prove to be 
a pleasant task to pupils. 


FIFTH GRADE—B CLASS. 


Selected Readers. {Hie 

The elocutionary exercises are to be considered as an es- 
sential feature of the work. 

Endeavor to impress upon the pupils the qualities of good 
reading, and furnish models in your own reading. 

Require consultation of the dictionary for pronunciation 
and meaning of new words. 


SIXTH GRADE—A CLASS. 


Readers: Harper’s Fourth Reader, “Tanglewood Tales.” 

Study the exact meaning of synonyms, using for this pur- 
pose the dictionary. 

Call attention to passages of special beauty. Teach pupils 


37 


(READING.) 


to discover these for themselves and to appreciate the qualities 
of good diction. 

Frequently let one member of the class read while the 
others sit with closed books. - Then let another read the same 
paragraphs, the class to state whether additional ideas have 
been brought out by the new reading. In this and. a variety 
of other ways endeavor to cultivate such power of expressive 
reading as will bring out the author’s thought and feeling 
most completely. 

Let the work of reading at school influence the reading at 
home both as to quality and quantity. 


SIXTH GRADE—B CLASS. 


Readers: ‘“Grandfather’s Chair,’ and other selected 
classics. : 


SEVENTH GRADE—A CLASS. 


Readers based on history or mythology. 


SEVENTH GRADE—B CLASS. 


Selected Readers: Evangeline. 
Many passages of Evangeline should be committed to 
memory. 


EIGHTH GRADE—A CLASS. 


Readers: “ Lady of the Lake,” and other selected classics. 
Commit to memory many short passages from the “ Lady 
of the Lake.” 


EIGHTH GRADE—B CLASS. 


Readers: Selections from American authors, Julius Cesar 
and Merchant of Venice. 

Learn to recite and dwell long upon many passages from 
Shakespeare. Pay especial attention to the pronunciation and 
to the quality, pitch, force, movement, form, and stress of 
voice—in a word to the vocal element. 


38 


SPELLING. 


Spelling isa form study. Thorough acquaintance with the 
elementary sounds and the letters representing them will make 
the spelling of a large number of words easy and certain; but 
there still remains a large list to the spelling of which phonics 
does not contribute much, if any, aid. 

The peculiar combinations of letters in these words must 
be learned arbitrarily. Success in spelling depends then in | 
large measure upon the ability, native or acquired, to restore 
the mental picture of form which was produced when that 
form was seen. 

The power of bringing back and re-imagining objects of 
sense, in correct forms, positions, relations, has been called 
the power of visualization. An analysis of the process shows 
it to be nothing else than attention developed toa high degree 
and made available for the accomplishment of feats of memory. 

The training of this power is earnestly recommended to 
the teachers of all grades. A large variety of exercises is 
easily devised. The little book entitled, ‘“ Methods of Mind 
Training,’ by Miss Catherine Aiken, explains in detail more 
elaborate exercises. The following are suggested as types of 
those specially adapted to primary grades: 

1. One of the pupils performs several acts quickly in suc- 
cession; as, closing a door, removing a book, drawing a shade, 
opening a window, lifting a pointer, etc. The children who 
have watched these movements intently then tell what has 
been done in the exact order of occurrence. 

2. Teacher or pupil makes rapidly several movements; as, 
raising left hand, stepping with right foot, shaking head, bend- 


39 


(SPELLING. ) 


ing body forward, raising right hand, stepping with left foot, 
ete. Children as before repeat exact order of movements. 


3. Objects are placed on desk in certain order; children 
close eyes; positions of objects are changed; children tell just 
what changes have occurred. 


4. A cardboard with pictures of objects cut from colored 
paper, such as a hoe, a fork, a rake, a spoon, pasted upon it, is 
held before the children for a moment and quickly withdrawn. 
The children name the objects in their order as they appear 
on the card. 


_5. Blocks of various shapes are placed in pairs or groups: 
e. g.,a Sphere and a circle of cardboard are put together; a 
square and a triangle; a cone and acube. Pupils note the po- 
sitions and then close eyes. The teacher rearranges the 
groups and calls upon the children to open their eyes and tell 
what changes have been made. 


6. Forms of various kinds as a square, circle, triangle, 
wavy line, oblique line, are quickly drawn upon the blackboard 
and at once erased. Children are asked to go to the board and 
draw the same forms in the same order. 


oo 


i. Letters forming words are written upon the board and 
at once erased. Pupils reproduce them. 


8. Words forming phrases or sentences, are written and 
reproduced in the same way. 


This kind of work, increasing in complexity and difficulty 
from grade to grade, can with profit. be carried on in all 
grades. 


The assignment and suggestion for the formal work in 
spelling follows. 


FIRST GRADE—A CLASS. 


Very little formal work in letter-spelling should be done ~ 
in this class. Many well chosen exercises in visualizing. 


40 


(SPELLING.) 


Analysis of words into their component sounds—slow pronun- 
ciation. Synthesis of sounds in the formation of words. 
Copying of words by the use of the word builders. Naming of 
the letters composing words near the close of the half year. 


FIRST GRADE—B CLASS. 


Oral, written, and phonic spelling. Spell simple words 
used in daily recitations in oral conversation. 

When a new word is given, the spelling should always fol- 
low the recognition of the word. 

Words given as spelling lessons should receive some special 
drill, as naming the letters, telling something peculiar in the 
arrangement, closing eyes and naming the letters, using the 
words in sentences, telling what letter is silent, etc., before 
children are asked to study the lesson. 

The preparation work should be done by writing and by 
studying the words. 

Give very simple dictation work. 

Continue work in visualizing. 


SECOND GRADE—A CLASS. 


Take words from all subjects taught. 
In both oral and written exercises the meaning of words is 
to be explained and their correct use illustrated. 


Brief, but frequent, simple dictation exercises should be — 


given. 
In oral spelling always require the marking of syllables by 
a Slight pause. 


SECOND GRADE—B CLASS. 


Follow previous directions, taking new words from all sub- 
jects and continuing the different kinds of spelling. 

Do much dictation work. 

Give special drill upon the spelling of the names of the 


~ 


|} 


4] 


(SPELLING.) 


months, the days of the week, names of holidays. 
Constant review is necessary to keep pupils from forget- 
ting previous work. 


THIRD GRADE—A CLASS. 


The lesson is to be written on the board and the pupils are 
to copy and learn. 

Continue drill as suggested for other grades, and hold 
pupils responsible for the spelling of words used in all 
subjects. 


THIRD GRADE—B CLASS. 


The correction of all errors in written spelling should be 
insisted upon. 

Keep a list of the words most frequently missed, and have 
daily drill upon them. 

Use sentence method frequently, and secure proper use of 
capitals, sign of possessive case, hyphen, etc. 


FOURTH GRADE—A CLASS. 


In teaching spelling in this and higher grades pupils use 
American Word Book, and the following points should be 
observed: 


1. All words which the pupil writes, whether in the arith- 
metic class or any other should be correctly spelled. If mis- 
takes are made the pupil should, in every case, be required to 
re-write the words correctly, and from all misspelled words the 
teacher should occasionally make lists of those most common- 
ly missed and arrange them into spelling lessons. 


2. Pupils should be taught to observe whether or not 
words are spelled as they are pronounced, and to give special 
attention to the words whose common spelling and phonic 
work differ. ; 


3. The study of the spelling lesson, especially in the lower 


+2 


(SPELLING. ) 


grades, should consist usually in writing the words, thus unit- 
ing the hand and eye in fixing the mental impression, at ee 
same time training the hand to act automatically. 


4. As good spelling depends as much upon a good ear as 
upon a good eye, oral spelling must not be neglected. Prob- 
ably one-third of the spelling exercises should be oral. 


5. In oral, and in written spelling, also, it is of the utmost 
importance that each syllable be distinctly marked. The 
difficulties which a new, long word present usually disappear, 
as if by magic, if the child attacks it, one syllable at a time. 
As a rule syllables are best marked by a slight pause after the 
spelling of each; but where the “sownd sense” is not well culti- 
vated, have each syllable actually pronounced as it is spelled. 


6. The marking of letters to indicate their sounds should 
be well enough understood, through the work of preceding 
grades, to be omitted now. But an occasional exercise to hold 
in memory what has been learned, and to teach unusual uses 
will be of value. . 

7. Many of the formal written spelling lessons from the 
spelling book should consist of the writing of sentences em- 
bodying the work of the lesson. The following methods of 
procedure are suggested: (a) The teacher will dictate short 
‘sentences, clearly illustrating the use of the word. Such sen- 
tences, if well chosen, usually require previous preparation. 
(b) As the teacher pronounces the words of the lesson; the 
pupil will write them in original sentences. (c) After pro- 
nouncing each word, the teacher will call upon some pupil to 
give, orally, a sentence embodying it; all the class will then 
write the sentence given. 


8. Not infrequently the spelling period may be used more 
profitably by the teacher in studying the words of the lessons 
with her class, than in the usual exercise. Derivations, uses 
of synonyms,-exceptional spelling, comparisons with the words 
of like spelling, ete., are appropriate subjects for such special 
studies. 


43 


(LANGUAGE.) 


It is not sufficient to have the words included in these 
lessons spelled merely. They are to be studied as to form, 
sound, composition, meaning, and use. 

All unfamiliar words are to be used in original sentences, 
oral and written, and, in general, through repeated illustra- 
tion, the pupil is to be so familiarized with each word that 
it may become an available part of his vocabulary. 

The lessons indicate in the speller afford opportunity for 
systematic study of words, carefully classified according to 
form, use, sound, meaning, etc. Such work is valuable, but 
must not be permitted to displace careful study of words met 
in the various other lessons of the course. 


LANGUAGE AND GENERAL LESSONS. 


No exact rules can be prescribed for teaching children to 
speak and write correctly and easily. It may be said however 
that “all language exercises should be on a thought provoking 
basis,” interesting and real to children. This is the one essen- 
tial principle of method. Language work should be intimately 
related to the life and spirit of the school as found in nature, 
study, history, geography, the reading lesson, the classic 
stories told to children, the every day events of the room, the 
use of good pictures, and in drawing lessons. These sub- 
jects offer unlimited opportunities for the exercise of thought 
and for its appropriate expression, and they are always avail- 
able in every school room. Of these things the child is ready 
and willing to speak and write, because they are within the 
range of his experiences and interests. With children expres- 
sion is the necessary consequence of thought. Says Dr. Hins- 
dale: “If the child has an abundance of ideas he is likely to 
express himself with fluency and force. If he has no ideas, or 
few, the plight of the Children of Israel in making bricks with- 
out straw is pleasant in comparison.” 


44 


(LANGUAGE.) 


The first aim of the teacher, then, should be to put before 
the child subjects which will stir his interest, awaken his ideas, 
and stimulate his imagination. Her second aim should be to 
attain that nice balance between looseness or inaccuracy of 
expression on the one hand, and dead formalism, on the other 
which constitutes easy, attractive, correct discourse. 

As a means of training in the grace and charms of expres- 
sion, nothing is more valuable than teaching children to com- 
mit to memory much well selected poetry and prose. Says Dr. 
Hinsdale, “Selections of poetry should be committed to mem- 
ory to be recited, to be sung, to be made the subject of con- 
versation.” This exercise may be conducted on a generous 
scale. It will confer some knowledge, but especially will it de- 
velop and refine the vocabulary, provided the selections are 
properly made. Furthermore it will develop taste. Beautiful 
poems committed to memory in childhood will bea perennial 
well-spring of cultivation and delight. Nor is it necessary, 
or even advisable perhaps, that the pupil should understand 
all the passages that he learns. At this point persons who 
over estimate the intellectual elements of education make a 
mistake. Passages that are but faintly understood may move 
the imagination and mould the feelings. 

“Sir Walter Scott understood this matter much better 
than some schoolmasters. ‘Children, he wrote, ‘derive im- 
pulses of a powerful and important kind from learning things 
that they cannot entirely comprehend. It is a mistake to write 
down to their understandings. Set them on the scent and let 
them puzzle it out.’” . 

Pictures are always available and, if good, never fail to 
stimulate the interest of children. Each child should be en- 
couraged to interpret the picture for himself, making generous 
use of his intelligence and imagination. Pictures furnish an 
excellent basis for imaginative stories, which may be given 
orally or in written form. They should always be used also 
when suitable ones can be secured to illustrate classic myths 
and stories. Bi 


The nature and science studies will be found to be the 


45 


(LANGUAGE.) 


teacher’s main resource for material to use in her language 
lessons. The field is inexhaustible, the child’s interest is un- 
flagging. When he has become weary of everything else, the 
phenomena of development, change, growth, life have lost 
none of their charm. But it is not because of his interest 
in these things that. they furnish so valuable a basis for lan- 
guage teaching; it is because they are to him the real exis- 
tences; the visible, tangible, actual truth. “A child who care- 
fully observes an object in nature like a bird, a flower, one of 
the constellations, or an experiment in physics, and who de- 
seribes what he has seen, first orally and then in written form, 
is trained to a clearness, accuracy and conciseness of expres- 
sion not easily attained otherwise.” ; 


FIRST GRADE—A CLASS. 


Begin by cultivating pupils’ powers of observation and 
expression through the study and description of objects, and 
by encouraging them to talk freely of what they see and do. 

Secure the confidence and awaken the interest of the 
children. 

The aim of the teacher should be first, to awaken 
thought in the child’s mind; second, to assist him in making 
his thought clear and distinct; third, to help him to a 
natural, free, and correct expression of his thought. 

Story lessons, picture lessons, imaginary journey work, 
plant lessons, animal lessons, and object lessons are all to 
be introduced in the language work of this grade. The 
work in each line should be a basis for following years. 

Tell stories of trees and their children; getting pupils to 
observe trees and their care of their children. 

Plant seeds, and notice simple points in the development 
of beans, corn, peas, and acorns. 

Have pupils select a tree and observe all insects found 
upon it—upon the trunk, leaves, flowers, etc. 

Notice the change each season makes in a tree. 

Teach simple qualities of objects, as hard, soft; sweet, 


46 
(LANGUAGE. ) 


sour; hot, cold; long, short; ete. 

five exercises upon the use of is and are 

Tell simple descriptive stories, Meer pupils draw pic- 
tures to illustrate them. 

Teach right, left; forward, backward; up, down. 

Watch the changing of seasons—its indications in return 
of birds, falling of leaves, color of sky, ete. 

By use of objects occasion correct expression, and prac- 
tice upon it until it becomes habitual. 

Give exercises upon the use of is, are; was, were; see, Saw: 
has, have; go, went; do, did; write, wrote; run, ran; give, gave: 
eat, ate: ete. 

Call attention to the simple uses of capital letters. 

Continue work with qualities of objects; teach brittle, 
tough; rough, smooth; sharp, dull; narrow, wide; pleasant, 
unpleasant; ete. 

Puants. In all nature work study objects, whether 
animal, vegetable, or mineral, as zw/oles before any examina- 
tion or study is given to parts, 

Fall Work. Notice foliage, color, change, of color, cause of 
the change. 

Fruit. Apples, peaches, pears, plums, grapes, ete. 

Study first as a whole, shape, size, color, covering; after- 
wards external parts, internal parts. Uses of parts and use 
of fruit. Comparison of fruits, bringing out resemblances and 
differences. 

Seed Work. Collect seeds of many kinds; name, describe 
as to shape, color, size; how. distributed. 

Select a tree and watch its changes from week to week. 
It may be box elder, maple, poplar, or any native tree rowing 
near the school. 

Winter Work. Study dry and soaked seeds. Talk of 
where the sap is, and how the roots are kept warm. 

Ascertain whether plants are warmer with or without 
snow. 

About April 1, break twigs from the tree selected for spec- 
ial study, and other trees and shrubs, and bring them into the 


47 
(LANGUAGE.) 


house. Watch the changes in twigs and what causes them. 
Development of buds. Notice arrangement on branch, size, 
covering, contents, color, flower or leafbud, distance from one 
bud to the other, feeling of bud. Study the twigs of the spec- 
ial tree first. Place the twigs in water, and study again when 
new points have developed. 

Give very few technical terms. This work must be con- 
versational and. interesting, care being taken to have the 
pupils do the work. 

May lst, seed work. 

Review work upon dry seed, and study soaked seeds, as 
lima beans, corn, peas, etc; notice coat, parts, and baby plant. 

Plant the seeds studied. Watch the growth of these seeds. 
From time to time take them up and notice changes. 

Spring Work. Review work upon twigs, buds, and growing 
seeds, when the specimens are abundant. Notice and describe 
the changes in trees and plants. 

Study leaves, flowers, and whole plants, working for 
naturalness of expression, cultivation of observation, and 
to create an interest in and love for the work. 

Drawing should accompany this work. Children should 
model and draw as they observe and describe. 

PiacE Work. Review right and left, and teach the 
cardinal points. 

Observe weather ‘and seasons, day and night, cold days, 
warm days, cloudy days, clear days, wet weather, dry weather. 
Observe wind; whether warm or cold, and its direction. Sky 
as to color. Clouds, their color, shape, what makes them move. 

Notice where the mud is deepest in spring. Why? How 
is mud made? 

Teach the names and simple qualities of a few common 
minerals. 

Continue picture work and story work. 

A little simple written work should be given each day, 
giving special attention to the use of capital letters, period, 
and question mark. 

Children should always have the thought clearly in mind, 


48 


(LANGUAGE.) 


and be able to express it orally before being asked to write. 
They must be taught to spell words necessary for the work 
- before being allowed to use them. 

Call attention to frost; appearance, cause, result, as open- 
ing of burrs, ete. 

Call attention to ice; cause, description. 

Lessons upon snow, snow flakes. 

Covering of animals in winter and summer. 

‘Weather and seasons. Sun rises in east and sets in west: 
moon and stars. 

People found in this locality. Appearance, color of eyes, 
hair, ete. Tell story of Agoonack (Seven Little Sisters,) or of 
some other little chiid who lives in polar regions, and compare 
her way of living with ours. Draw pictures. 

Our way of traveling compared with theirs. 

Occupation of their fathers. , 

Lead pencils to observe and model in sand, hills, valleys, 
lakes, and other natural features found in this vicinity. Notice 
when the sun seems to give the most heat, at noon or morning, 
this month or last. 

Ways of: communication, telegraph, telephone, letters, 
newspapers. 

Stories from American history or literature, told by the 
teacher. 

Children may model in sand and draw pictures to illus- 
trate thoughts gained from this work. 

Have pupils commit to memory and recite the prescribed 
poems. 


SECOND GRADE—A CLASS. 


Work with capital letters, period, and simple uses of the 
comma and the apostrophe. 

Stories of Indian and Japanese life, using pictures, speci- 
mens, etc. 

Prants.—Fall, autumn. Work with fruit and seeds. 

Teach of seed coverings and seed holders. Distribution of 


49 


(LANGUAGE.) 


seeds. Names of kinds of seed and fruit. 

Plants to be well studied at first as wholes. 

1. Plant named. 

2. Parts named; root, stem, branches, leaves, blossoms, 
fruits or seeds. 

3. Necessity of each. Care of each, how protected. 

4. Vital parts named. 

(1) Study of roots; fibrots, fleshy. 
(2) Size, covering, rootlets. 
(3) Use; to plant, to man. 

Continue observation of changes for winter, forming of 
_ buds, use of foliage to tree, bare branches in winter, etc. 

Winter and spring work. April. Bring in twigs and 
watch the development of buds. 

Study of twigs. 

_ 1. Notice color, size, surface; spreading, upright, or droop- 
ing. 

2. Buds. Leaf buds, flower buds, or both leaf and flower 
buds, arrangement, shape, color, size, number, covering, use 
of cover and what becomes of it. 

3. Inside of buds. Arrangement of leaves: arrangement 
of flowers, development, slow or rapid, change of color. 

4. Sears. Position in reference to bud shape arrange- 
ment, leaf scar, bug scar; growth of twig in one year. 

March. Study germinated seeds. Plant monoctyledons, 
corn and wheat; dicotyledons, morning glory, bean, peas, 
acorns; polycotyledons, spruce or pine seeds. 

Study outside of seeds, covering and markings; inside of 
seed, radicle, plumule, cotyledons, albumen, and germination. 

Plan for lesson with germinated seed. 

1. Give each child a specimen. 

2. Review parts and have each named. | 

3. Notice changes since last studied. 

4. Describe changes noticed. 

5. Draw changes and observe specimen as it is to-day. 

Study leaves and parts of leaves, simple or compound, 
margins, and kind of venation. 


50 


(LANGUAGE. ) 


The relation between the number of cotyledons and kind 
of venation should be noticed. Study parts of flowers. 


WRITTEN Work.—1. Results of simple observations on 
plants and other objects and of simple experiments. 

2. Dictation based upon the reading lessons and the 
simple original work. 

3. Original sentences, stories, description, ete. 


PLACE Work. Review and broaden the application of the 
cardinal and semi-cardinal points, applying them to near and 
distant objects, to school grounds, to principal streets; com- 
pass and use. 

Teach use of the yard and pace by practice in measure- 
ment. Develop idea of scale and show necessity of drawing to 
a scale. 

Draw room floor to a scale; use the term, map. 

Teach directions on a map; draw map of yard. 


LAND AND WaTER.—Lead pupils to recognize prominent 
bodies and forms, and to know their parts, as hill, base, sum- 
mit, sides, mouth of stream. 

To find the position of parts. 3 

To express ideas in moulding, drawing, and words. 

Notice that a creek is in the lowest part ofthe land. Why? 
Rapidity of current, cause of sand in the bed. 

Study slopes—gradual, abrupt, short, long. 


Winpbs.—Name winds according to direction. 

2. Notice effect of different winds. 

3. Learn the use of the weather vane. 

Idea of Government; home government, school govern- 
ment, city government. 


Rain. Where does it come from? Where does it go? 
What does it do? 

Forms of water; fluid, solid, vapor. Watch boiling water; 
watch evaporation in the sun, in the shade, in salt water, what 
becomes of the salt, ete. 


aN 


(LANGUAGE.) 


Teachers will have pupils commit to memory and recite 
the prescribed poems. 


SECOND GRADE—B CLASS. 


Continue all work of the A class. 

Watch carefully the application of the facts taught about 
punctuation, and the use of capital letters. 

Have pupils write notes of invitation and simple letters. 

To children the work will be interesting in proportion as 
it is charactefized by freshness of material, variety of treat- 
ment, and enthusiasm in presentation. 

Stories relating to history and geography. 


PictuRE LeEssons.—These lessons should call for more 
extended and careful observation than the pictures used in 
previous years. J 

Give several successive lessons on same picture; knowing 
old points before new ones are given. 

Recalling and describing picture when it is out of sight. 

Tell story about picture, aided by questions or an outline. 

Origin of holidays; stories and poems. 


Action Lerssons.—Teacher performs an action, 

Children tell of it in as many ways as possible. 

Teacher performs two actions. 

Children describe, using “and.” 

Teacher performs more than two actions. 

Children tell what he did, using only one “and.” 

Drill upon correct use of verbs, as may, can, Isaw, I have 
seen; and adverbs, as slowly, quickly. 


PLANTS.—Review thoroughly A work, and follow the out- 
line given, adding more details to the work. 

Study four or five blossoms according to the outline. Se- 
lect the blossoms of plants already studied. In the early work 


22 


(LANGUAGE.) 


it is best to confine ourselves to a small number of plants. 
1. Blossoms. 
1. Name, color, general form. 
2. Parts and description of pistil, stamens, calyx, cor- 


3. Use of each part, to plant, to insect, to man. 


II. Change of blossoms into seed or fruit. 

1. Kinds, dry, fleshy, or stony. 

2. Uses of fruit to animal, to man. 

3. How distributed, by nature, by animals, by man. 

Give much thought to reproduction of plants, care and 
protection, also differences and resemblances. @ 

Supplement with reading lessons about the work done. 


PLACE WorkK.—Review directions on map, ways of meas- 
uring. 

Draw map of city block. 

Review idea of natural features of this vicinity, and model 
in sand and develop definitions of them and their parts. 

Give special attention to slopes, drainage, and soil mak- 
ing. Effect of water, sun, and frost upon the soil. 

Review work with winds, and continue the observation of 
them as to direction and temperature. Notice the motion of 
the air in the school room; lead to the cause of wind. 


Moisture.—-Rain, snow, dew, frost, fog. When most 
abundant, time of day seen, cause of disappearance. 

Why is it cooler, in summer, near water than ona desert? 

Observe shadows. 

Length of shadow compared with that of object. 

Length in the morning, noon, evening. 

Direction in the morning, noon, evening. 

Time between casting longest and shortest shadows. 

Continue and enlarge the work with minerals. 


Many points in connection with topics suggested will nec- 
essarily come out in the logical development of the subjects. 
None of these should be overlooked. owe 


ao 


(LANGUAGE.) 


Teacher will have pupils commit to memory and recite 
the prescribed poems. 


THIRD GRDAE-—A CLASS. 


Teach simplest uses of semicolon, quotation marks, and 
apostrophe. 

Correct use of I, he, him, she, us, them, am, are, see, lie, 
lay, sit, and in particular the subject of grammatical agree- 
ment, but avoid technical terms. 

Do much reproduction work, dictation work,and memory 
work, 

Measure the success of your teaching by the increasing 
power of your pupils to get thought, and to express it orally 
and in writing. 

Keep up the pupil’s interest and enthusiasm, and give 
much attention to the cultivation of imagination. 

Have pupils write letters, notes and telegrams. 

Picture lessons on India rubber, rice, cotton, cocoanut 
trees. Use characterisic pictures of country, productions, and 
occupations. 


PLANTS.—Many lines of work have been given. These 
should be followed by additional work upon a few new speci- 
mens, giving more attention to details, and the “why” and 
“how” and to the order or plan of growth. 

Observe when seeds are formed and how they escape from 
the ovary... Compare four o’clocks and morning glory seeds. 
Classify into albuminous and exalbuminous seeds. 

Review leaf buds studied, and compare with other buds 
as to arrangement, folding of leaves, color, size, number, ete. 
Review and compare flower buds and leaf buds. 

Review parts of leaves; teach kinds of leaves, and more 
difficult part, as breathing pores and pulp. 

Discover use of each part to the leaf, study its relation to 
sunlight, air, rain, ete. 

Notice the order and plan shown in bud and leaf. 


54 


(LANGUAGE.) 


Require orderly but free description of specimens. 
Read, study, and learn flower poems. 


GEOGRAPHY WoORK.—Review definitions of natural features 
of the country. 

Lead pupils to imagine similar features. 

Lead pupils to observe life of each region. 

Lead pupils to connect certain occupations with each 
region. 

Lead pupils to connect certain commerce with each region 

Lead pupils to see reasons for definite locations of cities 

Have imaginary journey lessons to points of interest in 
the county and state, and in Wisconsin. 

Teachers should endeavor to render pupils as familiar with 
all points of interest as if they had seen them all. 
. It is of the highest importance that this work be made 
interesting to children. For this purpose prepare scrap books 
of geographical information as it is met in daily reading. 

Continue all lines of observation work, such as weather, 
winds, fall of moisture, change of seasons, climate, ete. 

Keep daily record of winds and weather. 

Learn use of thermometer. 

Teachers will have pupils commit to memory and recite 
the prescribed poems. 


THIRD GRADE—B CLASS. 


Continue the oral work in the other lessons and draw 
largely upon them for material for language lessons. - 

Give exercises in reproducing (1) by topics or questions, 
(2) without them, in both oral and written form, the subject 
matter of nature and reading lessons and stories. 

Dictate short paragraphs, which pupils have previously 
studied, from reader, for the purpose of drilling on words, 
capitals, punctuation. 

Teach margins, quotation marks, caret, and hyphen in 
compound words and at the end of a line. 


35, 


(LANGUAGE. ) 


Continue work in easy letter writing, using much care to 
secure ease and naturalness of expression as well as correct 
form and neat appearance. 

Review the work of the A class on plants and make all 
weak points strong. Add newspecimens and such technical 
terms as are needed—classifying as to food plants, clothing 
plants, ete. 

Teacher will have pupils commit to memory and recite 
the prescribed poems. 


GENERAL SUGGESTIONS FOR LANGUAGE 
STUDY IN GRAMMAR GRADES. 


It must be borne in mind that the work of these grades is 
not to teach Grammar, but language in its practical uses. 
These uses are to be learned chiefly through practice, under 
the careful, intelligent guidance of the teacher; not chiefly by 
the application of technical rules. The aim is three-fold: (a), 
to help the children to the acquisition of ideas and thoughts 
and to enrich their imaginations; (b), to lead them to talk and 
write more freely of their observations, thoughts, and ex- 
periences; and (c), to overcome faulty habits of speech, by 
habituation to correct usage. 

Before children can be expected to talk or write, they 
must be in possession of the “raw materials” of thought. 
There can be no doubt that one of the chief causes of failure 
to get well expressed sentences from our pupils is to be found 
in the emptiness of their minds. Attention has too often 
been directed almost exclusively to the perfection of the 
vehicle of thought, and very little to the enlargement and 
strengthening of the thought itself. 

Teach children to find the materials for their compositions 
in their own researches, observations, and studies. Avoid abstr- 


56 


(LANGUAGE. ) 


act themes. Let the language class hour be occupied quite as 
often with efforts to insure a mechanically correct verbal ex- 
pression of it. The reading class,the natural history class, the 
geography class, in fact every class exercise of the day is to 
yield its tribute to the language work. 

Picture stories, development of skeleton outlines, repro- 
ductions of fables, stories, etc., imaginary journeyings and ex- 
periences, biographies and auto-biographies, real and fictitious, 
all serve useful purposes. 

To insure mechanical correctness, it is absolutely neces- 
sary that (a), the fundamental idea of sentences be clearly un- 
derstood; and that (b), the classification according to use in 
telling, asking, ete., be fully mastered. 

Pupils should never be guilty of incorrectly beginning and 
closing sentences. 

Sentences written to illustrate the various exercises of the 
book, should always evince some thought on the part of pupils. 

Do not accept such lazy, statements as: ‘The girl is good.” 
“John’s pencil is long,” ete. The writing of every illustrative 
sentence should be an exercise in composition, and should, as 
arule, represent some truth originally discovered, recently 
learned, or newly elaborated. 

The pupil’s first effort in every compcsition should be his 
best effort. Do not permit him to be careless in his penman- 
ship or use of capitals and punctuation with the expectation 
of correcting these faults on his second draught. Corrections 
of the first draught should be made by erasures and interline- 
ations; and before copying, the complete first draught should 
be as nearly correct in thought and expression as the pupil 
can make it. The-appearance of the manuscript will of course 
be marred by corrections, erasures, and interlineations; the 
purpose of the second writing, therefore, is to secure a better 
appearance for preservation. 

Blackboard work should be carried on by both the teacher 
and pupils—especially the latter—for discussion, observation, 
criticism. From a given object which serves as a subject—a 
picture, a piece of apparatus, the school room, something seen 


57 


(LANGUAGE. ) 


from the window, a plant, an experiment—certain pupils may 
write all the points observed; others may arrange these in logi- 
cal order; still others may connect the statements thus made 
into continuous description. At another time the pupils may 
with profit write on the board from dictation, or place there 
the first draught of reproductions, ete. Or the pupils may 
dictate descriptive sentences to the teacher, who writes them 
upon the board. She may also write sentences to illustrate or 
verify the technical work; illustrate to her pupils methods of 
making outlines, model reproductions, etc. 

An exercise that cannot be too highly commended consists 
in the writing by pupils in class, without previous preparation, 
of short exercises upon subjects with which they are familiar, 
with especial attention to freedom and fullness of statement 
and correctness of mechanical details. 

All written work should be done with neatness, care, 
pains-taking, and in the best handwriting the pupil can eom- 
mand. It should be needless to Say that the teacher’s own 
blackboard work should serve as a model to the children. 

The teacher’s help and criticism should as far as possible 
be given while pupils are writing. She should strive to antici- 
pate mistakes of form, thought, and expression, and prevent 
them. it is not necessary to assemble the class for recitation 
every day; pupils can often better be employed in practical 
composition work at their seats, and the teacher’s best work is 
done in the personal, individual help and suggestion given 
them while at their work. 

Insist upon these forms in written work 

(1) The pupil’s name to be written near the upper right 
hand corner of the page. 


(2) The title to be placed in‘the middle of the page, near 
the top, and neatly underlined. ) 


(3) An even margin on the left hand of the page, the first 
line of each paragraph to be indented. 


(4) A syllable never to be broken at the end of a line. 
Correct forms should be taught by the following means: 


58 


(LANGUAGE.) 


(1) By careful observation of correct usage in reading 
books; 

(2) By suitable dictation exercises; 

(3) By special exercises at the board with a view of illus- 
trating and emphasizing correct forms. 

Do not study in a perfunctory manner the poems given in 
the text or those assigned to be learned; endeavor to impress 
their beauty and lead pupils to love them. 

Read carefully the suggestions given for the teaching of 
language in primary grades. 


FOURTH GRADE—A CLASS. 


First Lessons in Language. 

Do not lose sight of the chief aim of language teaching; to 
make children more observing in the field of natural science 
and elsewhere, to enliven and enrich their imaginations, to 
help them talk and write more freely of their observations, 
thoughts, and experiences. 

The teacher must not do any of the pupil’s work for him, 
but must encourage and direct his efforts in such a way as to 
give him daily increase of power and skill. 


FOURTH GRADE—B CLASS. 


The lessons of the book indicate the topic for study and 
recitation; they do not represent all the work that should be 
done on each topic. There is call for considerable enlargement 
of the work throughout the’entire book. 


FIFTH GRADE—A CLASS. 


Have pupils commit to memory and recite, singly or in 
concert, two of the following poems: “The Psalm of Life,” 
Henry W. Longfellow; “The Spacious Firmament on High,” 
Joseph Addison; “Our State,” John G. Whittier; “Duty,” Ralph 
W. Emerson; “I remember, I remember,” Thomas Hood. 


59 


(LANGUAGE.) 
FIFTH GRADE—B CLASS. 


The lauguage work will be confined chiefly to discussions, 
sketches, and compositions. 

Endeavor to secure from pupils their best effort. Without 
interest and enjoyment, children will gain little from their 
language work. Study the topic chosen for the language ex- 
ercise with the class, using for this purpose the text book, ref- 
erence books, cyclopedias, etc. Permit a few notes to be taken 
of points that cannot easily be remembered. After such prep- 
aration, require pupils to write without books or other aids. 

Have pupils commit to memory and recite the following 
poem: 

“Landing of the Pilgrims,” Felicia Hemans. 


SIXTH GRADE—A CLASS. 


Continue to select topics from other studies for composi- 
tions. Abundant opportunity for such work is afforded in 
more advanced studies of geography, history, etc. 

All exercises in composition should be carefully corrected 
and rewritten, and one each month copied into a book kept for 
that purpose. 

Have pupils commit to memory and recite two of the fol- 
lowing poems, “Abou Ben Adhem,” Leigh Hunt; “Cui Bono?” 
Thomas Carlyle; “To a Waterfowl,” William Cullen Bryant; 
“The Ivy Green,’ Charles Dickens; “Ring out Wild Bells,” 
Alfred Tennyson. : 


SIXTH GRADE—B CLASS. 


A valuable rule to apply in all language instruction is to 
make use in every other class exercise of the day of all that the 
language lesson has taught. 

Have frequent short compositions on subjects with which 
pupils are entirely familiar. Thus exclusive attention may be 
given to execution, clearness, and grace of expression. 

Continue tactful criticism of faulty expressions, as they 
are heard in conversation and recitation. 


60 


(LANGUAGE. ) 


Continue also to correct improper pronunciation and the 
misuse of words. All such corrections, however, need to be 
very tactfully made. 

Have pupils commit to memory and recite two of the fol- 
lowing poems: “The Brave Old Oak,’ Henry F. Chorley; 
“Signs of Rain,’ Dr. Edward Jenner; “Daybreak,” Henry W. 
Longfellow; “Jack Frost,’ Hanna F. Gould; “The Brook,” 
Alfred Tennyson. 


SEVENTH GRADE—A CLASS. 


The work outlined in the book, represents not all which 
the class should accomplish. The supplementary work should 
consist of carefully written compositions on subjects drawn 
from the various studies of the grade. Poems and short prose 
selections should be studied for their thought, their beauty of 
expression, their allusions; and written exercises be had upon 
them. Advice and assistance in home reading should be 


given. 
Have pupils commit to memory and recite two of the fol- 
lowing poems, or others of equal merit: “The Fringed 


Gentian,” William Cullen Bryant; “The Battle Hymn of the 
Republic,” Julia Ward Howe; “Before the Rain,” Thomas B. 
Aldrich; “The Oak,” Alfred Tennyson. 


SEVENTH GRADE—B CLASS. 


Study the selections intensively to acquire as fully as pos- 
sible their meaning before having them learned. A large part 
of the work in language teaching in the higher grades should 
be the repeated, sympathetic reading of many brief master- 
pieces; compositions based on study of History. 

Two of the following compositions, or other equally classic 
are to be committed to memory and recited: “The Pen,’ 
Bulwer Lytton; “Hymn to the Flowers,” Horace Smith; “Indi- 
rection,” Richard Realf. 


61 


(LANGUAGE.) 
EIGHTH GRADE——-A AND B CLASSES. 


Supplementary lessons to further elucidate the principles 
taught. 

The following should be noted: 

(a) Asaresult of his language studies, the eighth grade 
pupil should know not only that the language which he uses 
is correct, but why it is correct. 

(b) No pupil should be allowed to leave this grade who 
has not become habituated to correct usage of the common 
forms of speech. 


(c) The grammar school is no place for the unraveling of 
mysteries of speech, or for the discussion of grammatical sub- 
tleties. But it is a valuable intellectual exercise for the pupil 
to train his judgment in discriminating sharply between the 
various meaning of words; to apply the principles which he 
has learned to the determination of errors of speech and cor- 
rect uses; and to make a careful thought analysis of continu- 
ous discourse on the basis of sentence structure. 

(d) The work of this grade must be considered very im- 
portant, in view of the fact, that for one group of pupils, it 
will be the last opportunity for the formal study of the prin- 
ciples of the language; for another group-it is the final prep- 
aration for the technical study of rhetorical style, and the 
work of foreign language study which follow in the high 
school. 

For the composition work, note all directions previously 
given. Pupils in this grade should be able to compose rapidly, 
and at the same time express thoughts of value upon the sub- 
jects under consideration. The mechanical features of compo- 
sition—punctuation, capitals, paragraphing, and making the 
paper externally attractive—must be carefully regarded; 
untidy and careless work, in thought, expression, execution, 
must not be accepted. Teach pupils to compose and write so 
carefully, that the first draught of a composition may be pre- 
served. 

When there is need of consulting cyclopedias or other ref- 


62 
(ARITHMETIC. ) 


erences, pupils should be trained to read carefully the desired 
information, noting on paper needed information as they read, 
in language as abbreviated as possible, then to restore the 
book to its place. Do not permit copying under the guise of 
originality. Be careful not merely to impress upon the pupils 
the wrong and disgrace of plagiarism, but make sure they are 
never guilty of it. 

Encourage the preparation of illustrations for composi- 
ions. A well executed drawing expresses thought even more 
clearly than language. Bring language and drawing into co- 
operation to express thought most vividly. 

Declamations, recitations, readings of compositions, orig- 
inal and selected, in the presence of the school are to.be regu- 
larly given by all the pupils in all Grammar grades. 

The selections to be committed to memory in the A class 
should be drawn chiefly from the “Lady of the Lake,” and in 
the B class from “Julius Cesar,” or “Merchant of Venice.” 


ARITHMETIC. 


- FIRST GRADE—B CLASS. 


Speer’s New Arithmetic in the hands of teachers. First 
half of the book. . 

Study carefully the instructions in the preface and the 
chapter on definite relations. 

Appropriate exercises in sense training; touch, hearing, 
sight, ete. . 

Comparision of shapes, colors, forms, distances, dimen- 
sions, ete. 

Visualizing of forms, relative positions, color relations, 
pictures, ete. 

Handwork in cutting, drawing, building of forms with 
blocks and tablets, shaping of forms with plastic materials, ete. 


63 


(ARITHMETIC. ) 


Ratio work in magnitudes with solids, tablets, drawings, 
ete. 

Application of this work with the simplest measures of 
length, volumn and value; foot, yard; pint, quart, gallon; cent, 
nickel, dime; etc. 

Simple problems based on ratios of quantities. 


FIRST GRADE—A CLASS. 


Continuation of all work indicated for B class. The New 
Arithmetic completed. 

The symbols for the expression of quantity, relation and 
operation, should be presented slowly and not until the facts 
to be expressed are clearly understood. When this time arrives 
the symbol should call to mind the magnitude, relations, or 
operation automatically. 


SECOND GRADE—A AND B CLASSES. 


Speer’s Elementary Arithmetic in the hands of teachers. 

Teachers will study carefully the suggestions of the 
author and endeavor to catch the spirit of the work. 

The amount of ground to be covered cannot be deter- 
mined in advance. 

Limits will be set upon the work as progress is observed. 


THIRD GRADE—A AND B CLASSES. 


Speer’s Elementary Arithmetic in the hands of teachers. 
As in the Second Grade, limits of the work will not be 
indicated until some progress has been made. 


64 


GEOGRAPHY. 


For the work of grades below 3 B consult the outlines and 
suggestions given under Language and General Lessons. 

From Manual Calumet, Mich., Public Schools: 

Maprs.—Never conduct a Geography lesson without a map 
before the class. When a recitation is made by a pupil con- 
cerning the physical features of the earth, let some other 
pupil point to the map and indicate the locality. 


The study of maps has no place in the lower grades, as 
facts, forms and notions are studied as they exist in the pupil’s 
home neighborhood. Above the primary grades, however, a re- 
lief map can be made useful, because it shows the vertical con- 
figuration and contour and enables the children to form a truer 
mental picture of the surface than does the flat map. The 
next most useful are the physical maps which show different 
altitudes by means of different color. 


In teaching structure and physical features, use relief 
maps. Such maps may be made in putty, sand, salt or papier- 
mache, according to the following directions: 


Papier-Mache.—Tear unsized paper (drawing paper which 
has been used will answer the purpose) into small pieces, the 
smaller the better. Put into a stone jar and pour boiling 
water over it. When cool enough to handle work it with the 
hands for some time. Drain off the water and pour on more 
and let it stand, then work thoroughly until it becomes a pulpy 
mass. It can then be kept for any length of time by 
molding the pulp into bricks and putting them into a dry 
place. When required for use it may be moistened with hot 
water. Making the map. Materials:—-Papier mache, board or 
glass, water colors, blue and white paints and brushes. Put 
papier-mache on in small quantities, so that it will not flake 
off. When dry, paint with water-colors. Paint the board 
blue, using oil paint. If glass is used, paint the back or place 
glass against paper. 


65 


(GEOGRAPHY.) 
Sait Maps.—Materials' Board, table, salt, flour, blue and 
white oil paints, one very fine and one coarse brush. 


Preparations.—Make a mixture having the consistency of 
thick cream, of flour, salt and water. Use about one part of 
flour to four of salt. Put on in small quantities at a time. 
With handle of small brush make depressions for lakes and 
rivers. Then dry, paint these and the boards a pale blue 
color. 


Purty Maprs.—Putty maps may be made on slate or oil- 
cloth by each pupil. They are convenient because they can 
be made at seats. 


’ Crayon Maps.—Materials: Nos. 2 and 3, crayon pencil 
stub, rubber eraser and crayon paper. Outline drawn with 
crayon pencil. Crayon put on with stub:or chamois skin, riv- 
ers with crayon pencil. 


CuHARcOAL Marps.— Materials: Charcoal, chamois skin, stub 
and piece of bread. Charcoal paper. 


PasteL Maps.—Materials: ° Hard and soft. pastels, pastel 
paper. Draw outline with hard pastel. 


Ink Maps.—Line in counties with different colored inks 
or by using different designs with same color. The colored 
crayons can be used with best advantage if a careful selection 
of colors is made and much white used with them. The follow- 
ing mixture put on with an atomizer will prevent crayon, 
pastel, ete., from rubbing off; white shellac gum as big as 
your thumb in one ounce of alcohol. 


General Directions: In studying the outline, surface and 
drainage of a division of country, use first some good relief 
maps made by preceding class. If youhave none, make a sand 
map and have it as nearly correct as possible. 

After pupils have a clear idea of the outline, have them 
provide themselves with boards, 12x18 inches in size. Take 
one recitation period to draw out and correct the outline of 
the country studied. 


After the surface and drainage of the country is thorough- 


66 


(GEOGRAPHY.) 


ly understood from the study of relief and wall maps, take 
another recitation period; give each pupil a piece of putty and 
dish of water, and have them build the surface of the country 
and put in the drainage. By keeping the finger wet the child 
can work the putty more rapidly. Only one period need be 
used for this work if you have everything in readiness. Exam- 
ine maps, and save three or four of the best and have the’ 
putty from the rest scraped back into the jar. Each one will 
thus have a map showing the conception each one has of the 
surface, and will thus have put forth his best effort. 


Sattr Maps.—Have the map boards for salt maps painted 
black some days previous to their use. 


For salt maps the finer the salt the better. 


Relief maps should always be made toa scale. Ifthis plan 
is followed the mountains will not be out of proportion, as is 
often, if not generally, the case. 

After the salt maps are finished, the board around the salt 
should be carefully washed. 

Pupils should not be allowed too much latitude in the use 
of colors, for they often choose the more glaring colors, think- 
ing they are beautiful. The colors used in a map should be 
complementary. The effect produced will be more pleasing to 
the eye, and very much more satisfactory. 

For the study of horizontal forms, countries and journeys 
therein, large wall maps should be used. 

Pupils are to make frequently rapid sketches of the con- 
tinent, first from the maps in their geographies, then from 
memory. Ten drawings made in ten minutes are more educat- 
ive than one drawing that consumes ten minutes. 


THIRD GRADE—B CLASS. 


The Natural Elementary Geography. Sections 1—15. 

The paragraphs in the book will be read by the children, 
without regard to lesson limits; the only requirement being 
to read no more than can be well illustrated, conversed upon, 
and understood. 


. 


67 


(GEOGRAPHY.) 


Everything capable of illustration by reference to nature 
should be so illustrated. If the teacher cannot take her 
pupils to the hills, the plains, the brooks, the lakes, she can 
extemporize these and almost every other natural geographical 
form and phenomenon upon the school grounds and in the 
ditches and mud pools. For beginners, tangible illustration 
with actual realities is indispensible. “Without sufficient ob- 
servation geography degenerates into the veriest verbalism.” 


Excursions, however, whether to the country or to the 
school grounds and roadsides must be taken witha fixed and 
definite purpose. What is to be done and seen cannot be left 
to chance; the plan must be as well arranged in advance as 
that for a reading or language lesson. 

The pictures in the text contain some of the best lessons. 
They are to be studied with enthusiasm. There is abundant 
opportunity also for the use of amuch larger number of pic- 
tures and other illustrative material than the text offers. 
The teacher’s cabinet should contain a large number of in- 
structive pictures and other illustrative material. Years are 
required to make such a cabinet approach completeness, but 
a single year’s collection may be of great practical value in 
instruction. 

In addition to the work prescribed in the text, observation 
lessons relating to the phenomena of the weather, sunshine, 
earth building, erosion, etc., are to be given. - 

“The study of continents should follow a logically ar- 
ranged list of topics so related as to lead the pupil from one 
subject to another, and show their interrelation and depend- 
ence.” 

“Classes should clearly see that great mountain chains 
shape the coast line, locate the valleys and basins, and affect 
largely the climate; that the shape of the valleys, and the 
swiftness of rivers govern to a large extent the form, surface 
and soil of the plains; that upon climate will depend life forms; 
and that upon all these conditions will depend the industries 
and civilization of man.” 

“The first study should be that of the position and form 


68 


(GEOGRAPHY.) 


of a continent as an elevated mass of land; its main slopes . 
and their subdivisions should be clearly taught, together with 
the location of mountains and the drainage of the continent. 
Following these will come the study of climate, soil, vegetable 
and animal life, people and their various industries and in- 
stitutions, cities, and state. These topics should not be studied 
in a particular and exhaustive way in this grade, but enough 
should be taught to feed the imagination, arouse interest, and 
clothe the continent with living forms.’—Indiana Course of 
Study. 


FOURTH GRADE—A CLASS. 


Natural Elementary Geography. Section 16-34, 

Pupils should now be held to greater independence of 
study. Lessons as prescribed should be approached with as 
much interest and characterized by as much enthusiasm as 
those of the preceding class, but the pupils are to be held re- 
sponsible for more. Answers to questions are to be fixed in 
the memory, though in no set form of words; the statements of 
fact, mastered; the exercises indicated, performed. 

In using the book, the lesson, if difficult, should usuaily be 
read aloud the day previous to its recitation. During the 
reading the teacher should indicate and, if necessary, explain 
facts that she desires to have studied’or memorized. 

Too much importance cannot be attached to the reading 
of appropriate juvenile books and papers by the pupils, and 
to stories of travel told by the teacher. A small number of 
books adapted to this work, and accessible to the pupils is 
almost indispensable. 

Connect geography and language lessons by having pupils 
write of imaginary journeys, descriptions of scenery, manners, 
customs, and like topics, after careful’study of them as de- 
seribed by travelers and others. 

Make daily use of globe and maps. The moulding board 
must constantly be used in teaching land and water divisions 


+ 


69 


(GEOGRAPHY. ) 


and in the first study of the continents. Map drawing to ac- 
company the whole work. 

Map drawing should be largely progressive. By this 
method the drawing work is carried on step by step as the study 
proceeds. First the outline is drawn and studied, then one 
detail after another is added until the whole is completed. 
Special maps are also to be made to illustrate special features; 
the physical features of the region; the areas of various pro- 
ductions; the distribution of rainfall; the history of the 
country, ete. 

Children are to be taught to draw simple maps to scale 


and always to apply the geographical scale to the maps of the 


text. 


FOURTH GRADE—B CLASS. 


Natural Elementary Geography. Sections 35-53. 

Same methods of study continued. The topical method 
of recitation to be employed more generally than in the pre- 
ceding grade. The teacher should prepare each day and place 
on the board to aid pupils in study a brief synopsis of the gen- 
eral topics. Pupils should be able to make their recitations 
from this synopsis, with few questions by the teacher. 

Make abundant use of comparison, one section or state 
with another, one physical feature with others, and especially, 
the more remote with the near at hand and well-known. 


FIFTH GRADE—A CLASS. 


Natural Elementary Geography, completed. 

Review the entire book by the aid of the topics on ‘“Com- 
parison and Correlations,” pages 71, 109, 134, and 140. 

The study of elementary geography to be completed in 
this grade, should result in a clear, general knowledge of the 
location and description of the leading countries of the world, 
particularly of our own, as a basis for the more exhaustive 
studies of higher grades. 


70 


(GEOGRAPHY.) 
FIFTH GRADE—B CLASS. 


The Natural Advanced Geography, pages 5-32. 

The assignment for this class in pages is not large; but 
very many important subjects are included in it and the’ 
author’s treatment of them, though clear and intelligible, is 
thorough and necessarily difficult. Haste must be made slowly. 
In some cases, the subjects should be developed by the teacher 
almost as completely as if the text were not in the hands of the 
pupils. Nowhere is there a larger demand for apt illustration, 
skillful experimentation, wise questioning, and stimulating 
leadership. As it is so much easier to commit to memory the 
language of the book ‘than it is to study out its meaning, con- 
stant vigilance is necessary to prevent this very common, but 
very injurious habit. A nice discrimination is often necessary 
_to distinguish between intelligent comprehension of the sub- 
ject which results in fluent expression and facility of memory 
so frequently invoked to conceal a lack of real understanding. 
The teacher’s questions must break through the language of 
the book at every point. The real truth, which as expressed 
in the author’s language is often obscure or entirely unper- 
ceived, must be uncovered and rendered objective by careful 
questioning from many points of view. 

In map drawing, the main purpose isto impress distinctly 
the mental picture of the region drawn. As a rule, no time 
should be spent in perfecting the minutiae. 

By the plan of progressive map drawing, gradually form 
the simple outline of the grand division or section of country, 
and as knowledge of particular features is acquired, build up 
the complete map. 


SIXTH GRADE—A CLASS. 


Natural Advanced Geography, pages 33-65. Also the 
Physical Features of Michigan from the Michigan Supplement. 
The first pages of the above assignment, as that of the 
preceding class, deal with topics of universal interest—topics 
upon a knowledge of which practical application of geographical 


fig 


(GEOGRAPHY.) 


facts must always depend. Narrow, bookish instruction is 
entirely out of place here. The author’s presentation is an 
excellent basis for such full; free, but well directed discussion 
as will not only enlarge pupils’ ideas but discover to them new 
relationships and new interests. 

The second part of the assignment treats of geographical 
subjects in their narrower sense, and makes particular ap- 
plication of general knowledge already acquired. First, the 
continent of North America is studied with respect to its 
general features, physical and historical; then the United 
States, as a grand division, in greater detail; then the groups 
or divisions of states are treated in respect to the various 
features which characterize them; and finally the individual 
states, with reference to such particulars as distinguish them 
from the group as a whole. This is the correct teaching order 
and should be intelligently followed in all instructions. 

At first, broad but very clear and distinct general ideas—a 
bird’s eye view —of the continent as a wholeare to be gained, 
and to these are to be added successively more minute details 
until the entire subject is mastered and the relations of part 
to part understood. 

It is essential that each phase of the subject,as it is 
reached, be clearly understood before the next is studied.— 
“There should be constant effort to connect cause and effect, 
and to show interdependence of various agencies in the 
production of important results; the relief of a country deter- 
mines its drainage and the location of its streams and fixed 
bodies of water; its water area in turn helps to modify its 
climate; upon its climate and soil its vegetable life depends; 
the latter determines the distribution of animals in it; and 
contingent upon the existence there of all these conditions 
will be its adaption to serve as the dwelling place of man. 

Similarly the distribution of the races of mankind over the 
face of the globe, degrees of civilization in various regions, the 
evolution of history, the occupations and social life of the 
people, all connect themselves with a study of physical geog- 
raphy.” 


72 


(GEOGRAPHY.) 
SIXTH GRADE—B CLASS. 


Natural Advanced Geography, pages 66-101. 


SEVENTH GRADE—A CLASS. 


Natural Advanced Geography, pages 102-142. 

Let the topics in review often take the form of studies on 
a given subject, under the varying conditions obtaining in dif- 
ferent countries; for example: People, their distinguishing 
characteristics, domestic life, rnling occupations, etc., educa- 
tion, higher, elementary, how generally prevalent, ete., capital 
cities of the nations in comparison; modes of travel; prevail- 
ing religions; national literatures. 

Such studies as is possible of ourcommercial relations with 
foreign countries. Some facts as to the nature of our consular 
service. 

The review is not merely to fix in the mind facts that have 
already béen studied, but in the light of that knowledge, it is 
to enlarge the pupil’s view of the world and to bring into 
comparison with his own country the various nations of the 
earth. : 


SEVENTH GRADE—B CLASS. 


One lesson a week or its equivalent. The geography fin- 
ished and reviewed. 

No teacher should be without King’s Methods and Aids in 
Geography, or Parker’s How to Study Geography. Nichol’s 
Topics in Geography, Guyot’s Earth and Man, and Ritter’s 
Comparative Geography are also very valuable. Other text 
books and teachers’ editions of school geographies may be 
most profitably used. This is notably true of Longman’s, 
Tilden’s, Frye’s, Werner’s and Morton’s. 


U.S. History. 


ORAL IN LOWER GRADES. 


Stories, fables, Indian legends. 

Simple explanations connected with Thanksgiving Day, 
Lincoln’s Birthday, Washington’s Birthday, Memorial Day, 
Fourth of July. 

Appropriate poems and songs. 

Books of reference: Kate Douglas Wiggin’s “The Story 
Hour,” Sarah Wiltse’s “Kindergarten Stories and Morning 
Talks.” 


SECOND GRADE. 


History stories, dealing especially with the biographical 
side, so told as to give true and vivid pictures of colonial and 
pioneer life. 

The Indians as the first inhabitants of America; their ap- 
pearance, manners, and customs. 

The mariner’s compass; Columbus and his efforts which 
led to the discovery of America; his perseverance and success. 

Story of the Pilgrims; the Mayflower; the first winter; the 
first Thanksgiving; the children; pictures of frontier life; homes; 
- schools; churches; means of travel; clothing; amusements; etc. 

Books of reference: “The Story Hour,’ Dodge’s “Stories 
of a Grandfather,’ Carver and Pratt’s “Our Fatherland,” 
Pratt’s “American History Stories,” Coffin’s “Old Times in the 
Colonies.” 


THIRD GRADE. 


The English in America. 
Brief stories of the settlement of Virginia, Massachusetts, 
New York, Pennsylvania. 


74 


(U. S. HISTORY.) 


The names of the thirteen original Colonies. 
Struggle of the French and English for the posséssion of 
the country, results. 


FOURTH GRADE. 


The English oppression of the Americans, the Boston Tea 
Party, the Stamp Act. 

Union of the colonies; Declaration of Independence; the 
Boston boys and British soldiers; the battle of Lexington and 
Bunker Hill; the winter at Valley Forge; surrender at Yorktown. 

George Washington, Franklin, Paul Revere, LaFayette, 
Robert Morris, William Penn. 

Conditions of the country after the Revolutionary War; 
adoption of the Constitution; presidents. 

Difficulties with England and War of 1812. 

Stories of exploration and adventure; Daniel Boone, 
LaSalle, Marquette, Lewis and Clark 

Occupations and inventions; farming, manufacturing, 
commerce; cotton gin, sewing machine, telegraph. 

Transportation, steamboat, locomotive, Erie Canal. 

Domestic life of the people one hundred years ago con- 
trasted with that of to-day. . 

Books of reference: Eggleston’s “Young Americans,” 
Century book for Young Americans, McMurray’s ‘Pioneer 
History Stories,” Pratt’s “American History Stories,’ Eggle- 
ston’s “Stories of Great Americans for Little Americans.” 


FIFTH GRADE. 


The following topics in Civics to be presentsd in a very 
simple way without details: 

The State: capital, governor, legislature, courts, treasury, 
superintendent of public instruction. 

The Nation; national capital, president, congress, supreme 
court, taxation—national, state, local. Emphasize and illustrate 
the moral principles which underlie good citizenship. 


75 


(U. S. HISTORY.) 


Montgomery’s “Beginners History” and Eggieston’s “First 
Book in U. S. History,” to be used as readers. 


SIXTH GRADE. 


The city, county, and state governments taken up in detail. 

Teach the functions of government in its various subdi- 
visions. Briefly compare our government with the govern- 
ments of other countries. 

Books of Reference: Macy’s “First Lessons in Civil Gide 
ernment,” Griffin’s “Civics for Young Americans.” 


SEVENTH GRADE—B CLASS. 


Montgomery’s Leading Facts in American History to the 
French and Indian War. 


EIGHTH GRADE. 


Montgomery’s Leading Facts in American History com- 
pleted. 

Civil G pc aramionts The Federal Constitution, the text of 
which is given in the history. 

The Three Branches of Government: 

1. Congress, the two houses; how members are elected 
and length of term; powers of congress; special powers of each 
house; restrictions-on the general government; powers of the 
states; restrictions on the states. 

2. The Executive; how elected; inauguration; duties and 
powers; messages; the cabinet and its duties; the diplomatic 
‘and consular service. 

3. The Supreme Court and its Jurisdiction. 

Legal qualifications for voting; the duty of voting; the 
Australian ballot. 

Revenue, direct and indirect taxation; tariff duties; what 
is meant by Free Trade and Protection. 

Books of reference: Macy’s “Civil Government,” Peter- 
man’s “Civil Government,’ Nordhoff’s “Politics for Young 
Americans,” Dole’s “Talks About Law.” 


76 


GENERAL INSTRUCTIONS FOR MUSIC. 


Twenty minutes are to be given to work in music each 
day. This time must not be taken for rote songs in schools 
above the second grade. 

Do not permit loud singing. Savethe children’s voices. 

Work for sweet, pure tone, rather than noise. 

~ Pupils who cannot sing in tune must /isten until they. can. 

Do not sing while marching or during any vigorous ex- 
ercises. 

Conduct your music lesscn as you would a reading lesson. 
If possible assign a lesson to be studied and use the time al- 
loted to music as a recitation. Do but little work in concert. 
Individual work pays best. 

Each phrase or sentence should be studied, after its 
problems are pointed out by pupil and teacher and then read 
asa phrase at the rate of speed marked. Do not allow hes- 
itating or repeating any more than in language work. 

As soon as it can be read fluently let it be sung and pass 
on to the next exercise. - 

Sing all exercises at the pitch indicated. Constant use 
of pitch pipe is insisted upon. ; 

Give about five minutes’ drill daily to the chart, where 
furnished, and ten minutes to the book. 

Every teacher should own a pitch pipe, and use it to deter- 
mine the pitch of every song and exercise. 

Do not sing with the children. 

Words properly set to music may be sung at about the 
speed at which they should be read.—From Grand Rapids 
Manaal. 


77 


CoURSE OF STUDY FOR GRADES BELOW 
THE HIGH SCHOOL. 


One year in Kindergarten. : 
READING. 


See Course outlined in the Manual of Required Readings. 
No reading book is to be used in class more than four 
weeks except in the first, second and third grades. 


NUMBERS. 


Speer Method to be used during the first three years. 

Text book to be introduced at the beginning of the 
fourth year. The fourth grade is to complete 79 pages of 
Southworth’s Essentials Part first. 

The fifth grade is to complete the book. 

Sixth grade is to complete 90 pages of Southworth’s 
Essentials, Part second. 

Seventh grade is to complete 159 pages of Southworth’s 
Essentials, Part second. 

Highth grade is to complete the book. 

In grades five, six, seven and eight, separate recitations 
in mental arithmetic once in each week. 

The teachers are referred for details in the work of 
teaching Arithmetic to the Michigan Manual and Course of 
Study for District Schools, and also to the Wisconsin Manual. 
These are excellent books on tbe art of teaching. 


WRITING. 


Formal exercises only in grades one, two, three and four. 
Pen and ink only. Writing in all grades to be the pupil’s best. 


SPELLING. 


Spelling both oral and written (the latter more impor- 


78 


(COURSE OF STTDY FOR GRADES BELOW THE HIGH SCHOOL.) 


tant) in all grades. American Word Book to be used in 
the fourth and succeeding grades. 


NATURE LESSONS. 


Aside from those outlined in the language work are 
carefully and fully outlined in a separate Manual. 

Lessons in Morals and Manners for each grade as outlined 
on page 129 of Michigan Manual and Course of Study for 
District schools. Riots. 

Lessons in Literature, including books to be read in 
class, poems to be committed, and books to be read at-home, 
are fully outlined in separate Manual. 


LANGUAGE LESSONS. 


The fourth grade is to complete 119 lessons in South- 
worth’s and Goddard’s First Lessons in Language. 

Fifth grade is to finish the book. 

Sixth grade is to complete 125 pages of Elements of Com- 
position and Grammar. 

Seventh grade is to complete 208 pages of the Elements 
of Composition and Grammar. 

Eighth grade is to complete the book. 


GEOGRAPHY. 


For the work of grades below the Third B, consult the 
outlines and suggestions given under the General Lessons. 

Third grade B is to complete 15 sections of the Natural 
Elementary Geography. 

Fourth grade is to complete 53 sections of the Natural 
Elementary Geography. 

Fifth grade A class is to complete the book. 

Fifth grade B is to complete 32 pages of tha Natural Ad- 
vanced Geography. 

Sixth grade is to complete 101 pages of the Natural Ad- 
vanced Geography. 

Seventh grade is to complete the book. 

During the last half of the seventh grade have faba 
once a week and History four times. 


79 


Music. 
All grades—Lessons outlined by the Supervisor of Music: 


DRAWING. 


All grades—Work to be outlined by the Supervisor of 
Drawing. 


~ 


Unitep Srates HIsTory. 


Seventh grade B, study Montgomery’s United States His- 
tory to “French and Indian War.” 

Eighth grade A, study Montgomery’s “Leading Facts” 
during the half year. 

Eighth grade B class, study Civics during the half year. 


PHYSICLOGY AND HYGIENE. 


Physiology the last five months of the eighth year. 
Teachers of the second grade will use the outline given 
in the Michigan Manual and Course of Study. 


'Tmext Books USED IN GRADES BELOW THE 
HIGH SCHOOL. 


Speller—American Word Book. 

Arithmetic—Southworth’s Essentials. — 

Language and Grammar—Southworth and Goddard. 

Physiology—Martin. 

Geography—Natural. 

Drawing—Prang. 

Music—Natural. 

United States History—Montgomery’s “Leading Facts in 
American History.” 


80 


PLAN OF Work. 


The High School has adopted, this year,a new course of 
study, which is in accordance with modern educational ideas. 

Formerly the work of the pupil was prescribed throughout, 
making each pupil take the same work regardless of his pe- 
culiar mental aptitudes and deficiencies. As a result, many 
a child has dropped out of school, discouraged and disgusted, 
because of his inability to master Latin Grammar or Algebraic 
Equations. | 

With aview to remedy this evil, the High School now 
makes all subjects, save English, elective, with the advice and 
consent of the parents and principal. 

It is believed that a thorough knowledge of the English 
language and literature is of such vital importance that each 
pupil should be required to take all the work offered in that 
subject. Ofthe other studies offered the pupil is required to 
take enough work toaggregate twenty recitation periods a week. 
(See course of study.) 


ENGLISH. 


English composition, Grammar, Rhetoric and English Lit- 
erature form a group of closely related studies. The aim of all, 
isto secure a ready, fluent and accurate use of both the spoken 
and written language, and at the same time to open the mind 
to the powerful influences exerted by. books. 

Composition work is employed in all classes and one day 
a week at least, should be devoted to written work in all classes, 
The subjects for this work should be such as appeal most 
strongly to the individual experiences of the pupil. Composi- 
tion work shouid be systematized under the divisions: Narra- 
tion, Description, Exposition and Argument. 

The Hermean Society of the High School holds a session 
each alternate Friday afternoon. Each pupil is required to 


-F 


81 


(PLAN OF WORK.) 


take a part in the debates and other literary exercises of the 
society. The society is officered and managed by the stu- 
dents. 


NINTH GRADE. 


Waddy’s Rhetoric and Composition is studied in the ninth 
grade. Especial attention is paid to the correct use of words 
and to properly constructed sentences. Composition work is 
required one day a week. The following are to be read and 
committed: 

Thanatopsis. 

Snow Bound. 

The Chambered Nautilus. 
Lincoli’s Gettysburg Speech. 
Commemoration Ode. 


TENTH GRADE. 


Baskerville and Sewell’s English Grammar is studied dur- 
ing thetenth grade. Special attention is paid to.the paragraph 
in composition. At this point, an organized effort is made to 
create or train sensibility and to foster a taste for poetry. 

One day a week is given to Composition work. To be read 
and committed: | 

~— Gray’s Elegy. 

Deserted Village. 

Lays of Ancient Rome. 
Webster's Reply to Hayne. 


ELEVENTH GRADE. 
A critical study of — 
Merchant of Venice. 
Byron's “Prisoner of Chillon.’’ 
Macaulay’s “Second Essay on Chatham.” 
Webster's “First Bunker Hill Oration.” 
‘ Emerson's “Essay on Books.” | 
Tennyson's “Princess.” 


82 


(PLAN OF STUDY). 
TWELFTH GRADE. 


A critical study of— 
Hamlet, Othello or Lear. 
Paradise Lost. Books I and II. 
Macbeth. 
burke’s “Speech on Conciliation.” 
Ruskin— Extracts. Ta 
During the eleventh and twelfth grades, Brooke’s English © 
Literature is studied, supplemented by outside reading. An 
- attempt is made to study in the Twelfth grade the books re- 
quired for admission to our Universities. 
In addition to the regular class work in English, all pupils 
in the High School are required to read and report upon ten 
books, which books are to be satisfactory to the teacher. 


SCIENCE. 


The design in teaching science, is not so much the accu-. 
mulation of facts, (although that is valuable), as to train pupils 
to see, to describe and draw what they see as they see it, and 
then to reflect on what they have seen. Pupils may observe 
. and experiment for themselves, and so gain a compilation of 
facts which are of value, but the end desired is not attained 
unless they draw conclusions and deduce laws for themselves. 
In the sciences of Physics, Chemistry, and Botany, the text is 
made an aid to, but not the source of knowledge. Pupils are 
required to draw what they see and not the diagrams of the 
text-book. In Physiology and Physical Geography, the text- 
book is the proper source of information. 

In Borany, pupils study the plants themselves, following 
in a general way the work as outlined in Bergen’s Botany, 
to secure a knowledge of vegetable morphology, physiology, 
and relationship. 

In Puysics, the text is designed to supplement the labora- 
tory work. The experimental work must have constant and 
attentive supervision to prevent puttering and the acquirement 
of loose habits of thought and action. The value of a good clear, 
concise, text-book is often under-estimated. .The keeping of 


83 


(PLAN OF WORK.) 


note books is required, recording in detail, a description of 
experiments, results obtained, inferences drawn, and laws 
established. A knowledge of the principles of work and ener- 
gy is inportant. 

In CHemistry, the laboratory work is deemed most impor- 
tant. The design being to secure a knowledge of the most 
important facts and principles, and to acquire skill in ma- 
nipulation. 


MATHEMATICS. 


In ALGEBRA, the pupil should be constantly referred, in all 
operations, to principles rather than to rules, It is a think- 
ing study as much or more than it is a doing one. Skill in fac- 
toring is eminently desirable, facility in it must be gained by 
practice. -Exponents, numerical, literal, positive, negative, 
zero, fractional, and integral must be understood. Radicals 
“and the theories of indices must be mastered. Often, problems 
have an undue prominence. 


In Geometry, so much independence as is consistent with 
exactness in mathematical language and reasoning should be 
pepen resets That pupil who simply reads the author’s demon- 

tration and assents to it, acquires less than he who makes a 
aie ee for himself. Neatness and exactness in draw- 
ing should be insisted on. 


A course in Trigonometry and Higher Algebra is given for 
those who wish to prepare for Engineering work in college; 
for work in this course the pupil will receive advanced credit 
in the University. 


GERMAN, 


Commencing this year the High School offers four years’ 
work in German, beginning with the ninth grade. In this time 
the pupil should secure a mastery of German grammar, an 
intimate knowledge of German literature and as well a good 
reading knowledge of the German language. 


84. 


(PLAN OF WORK.) 
LATIN. 


The work of the first year in Latin is to lay a foundation 
for the future reading and understanding of the Latin Authors. 

It consists of (1) Learning to pronounce and read the 
Latin text; (2) the thorough mastery of inflections; (3) the ac- 
quisition of a working vocabulary of from one to two thousand 
words; (4) the mastery of the order of the Latin sentence; (5) 
the mastery of the simpler forms of syntax; (6) the understand- 
ing of simple Latin narrative; (7) the translation of simple 
Latin narrative into good English. 

During the first year Collar and Daniell’s Beginning Latin 
Book is used and in the last term selections from Viri Rome 
areread; the Roman pronunciation is used. In the second year 
the readings from Viri Rome are continued, attention is di- 
rected to the historical and literary character of the selections 
and the Latin construction is.caretully studied, constant ref- 
erence being made tothe Grammar. Pupils are encouraged . 
to read the Latin as Latin, getting the meaning from the orig- 
inal text without translation at first, translation into smooth 
and correct English being required later. Translation at sight 
forms a daily exercise. Hereafter in addition to “Czesar’s 
Commentaries,” selections from other Latin writers will be 
used, thus enabling the pupil to gain a more-intimate knowl- 
edge of Roman life and manners, acquainting him with various 
Latin authors, and furnishing him with more interesting read- 
ing than that afforded by a strictly military chronicle. 

Cicero’s Orations are studied not only as specimens of 
choice Latin, but as important historical and oratorical com- 
positions. Cicero’s life is carefully studied, and selections 
from his letters read, different letters being assigned to each 
pupil. 

Latin composition is to be taught in connection with the 
prose authors studied, and based on the text under considera- 
tion. These exercises continue through the first three years of | 


the course and are of great value in testing the pupil’s compre- 
hension of the principles of Latin syntax and the correct order 
of the Latin sentence. 


85 


(PLAN OF WORK.) 


Selections from Ovid are read in the latter part of the third 
year as an introduction to the more difficult poetry of Vergil. 
Pupils are here trained to appreciate poetical order and the 
form of hexameter verse, without neglecting the literary and 
artistic character of poems. : 

The fourth year is devoted entirely toa careful study of 
Vergil’s Atneid. The politicial and religious meaning of the 
poem is considered in connection with the reign of Augustus. 
English metrical versions of selected portions are required and 
brief studies of other famous epics. Translation at sight is an 
important part of all work in Latin. At the conclusion of the 
Latin course pupils should be able to 

(1). Read moderately difficult Latin, understandingly. 

(2). Translate easy connected discourse into Latin. 

(3). Trace English words to their Latin origin. 

(4). Show a fair understanding of Roman History and ~ 
Literature. 

REQUIRED READING — Macaulay’s Lays of Rome, Julius 
Cesar (Shakespeare), Last Days of Pompeii, Horace’s Odes re- 
ferring to Vergil. (Translations). 


HISTORY AND CIVIL GOVERNMENT. 


In taking up the study of History it is assumed that the 
pupil has already gained through his reading, some knowledge 
of the more important facts of History. and that this part of 
the work can therefore be passed over more rapidly, allowing 
the greater portion of the time allotted to this subject to be 
spent in considering the relation of events to each other, and 
in cultivating the judgment by this means, thus making 
the pupil independent of mere text book generalizations. 
Pupils are also to be trained to consider the character of indi- 
viduals and nations in their relations to historical events, and 

‘to consider important current topics as a part to History, to be 
interpreted by comparison with similar events in the past. 
Much importance is laid on the expression of individual opin- 
ion by the pupils, and class debates on previously assigned 


86 


(PLAN OF WORK.) 


‘\ 


topics are held. 

Memory work should be the minimum, and original 
work the maximum. The text should be used as a basis for. 
extensive collateral reading in secondary material. Original 
sources are used as far as the scurces are accessible. The pur- 
pose is not to crowd into the mind of the pupil a mass of dis- 
connected data, but to train the pupil to historical thinking, 
making as the chief aim of all history teaching, the creating 
in the pupil a “historical mindedness.” The last two months 
of the Senior year are given to an extensive study of a limited 
period in American History—preferably from 1830-1850. 

The Tudor and Stuart period in English History should be 
studied thoroughly from all sources accessible. 


93 


(GRADUATES.) 
CLASS OF 1895. 


Frances Nelson, Mrs. Kaye, - - 
Mabel McConnell, Mrs. McClinton, - 
Bates Burt, Student Kenyon College, - 


CLASS OF 1896. 


Luther-Brewer, Cashier, - - 
Henry Grils.* 

Will Lennon, Principal Schools, - 

Rosa Cook, Teacher, — - - . 

C. E. Mace, Librarian, - : - 
John Niven, Student University, 

Ruby Richards, Teacher, - - 


Florence Whitney, Student Normal School, 


CLASS OF 1897. 


James Goudie, Student University, 


Marian Healy, Teacher, - - 2 


Edith Mace, - - 
Kate Nelson, Mrs. Sedewiole 

Mamie Roche, Teacher, - - 
Mary Stephens, Teacher, - - - 
Dennis Sullivan, C. & N. W. R’y, . 
Maud Williams, Teacher, - - - 


CLASS OF 1898. 


Janet Goudie, Teacher, - - - 
Albert W. V. Johnson, Student University, 
Anna Johnson, Teacher, - : 
Isabel Mace, Teacher, - ” 
Abigail Lyon, Teacher, - - - 
Carrie Fuller, - - : 
Ethel Williams, Student University, 


Roscoe Brewer, Student University, 


* Deceased. 


Tronwood, Mich. 
Pittsburg, Pa. 
Gambier, Ohio. 


Ironwood, Mich. 


Tron Belt, Wis. 
Jronwood, Mich. 
Tronwood, Mich. 

Madison, Wis. 
Cleveland, Ohio. 

Oshkosh, Wis. 


Madison, Wis. 
Ironwood, Mich. 
Milwaukee, Wis. 
Spokane, Wash. 
Ironwood, Mich. 
Jronwood, Mich. 
Ironwood, Mich. 
Ironwood, Mich. 


Ironwood, Mich. 


Ann Arbor, Mich. 


Thayer, Mich. 
Ironwood, Mich. 


Hermansville, Mich. 


Ironwood, Mich. 


Ann Arbor, Mich. 


Madison, Wis. 


94 ae 
(GRADUATES. ) 
CLASS OF 1899. 
Perey Williams, Student, - : Ironwood, Mich. 
Oscar Olson, Student, - - - Ironwood, Mich. 
Edward Tew, Student University, - Ann Arbor, Mich. 
Lily Larson, Teacher, . - - » Ironwood, Mich. 
Lily Lamielle, Teacher, : -¢ Tronwood, Mich. 
Alphonse Scholler, Clerk, - - Jronwood, Mich. 
Arthur O’Neill, C. & N. W. R’y, - Ironwood, Mich. 
Ruth Dietz, Teacher, - - - Tronwood, Mich. 
Celia Beaulieu, Teacher, - - Ironwood, Mich. 
Laura Bowden, Student Normal School, Oshkosh, Wis. 
Laura Scott, Student Normal School, - Ypsilanti, Mich. 
Norman Winn, Chemist, - - Tronwood, Mich. 
Mildred Larson, Clerk, - - : Tronwood, Mich. 
Sidney Nast, Clerk, - : . -- Milwaukee, Wis. 


George Edwards, Supply Clerk, - - Sparta, Minn. 


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